教育范式是指一种相对稳定的人才培养行动结构及其现实效果。“耕读修业”是湖南农业大学在长期的园艺教育实践中通过迭代创新而形成的一种现代园艺教育范式。在这一范式中，“耕”是指新型专业实践，当前的特殊方式是社会服务的嵌入式行动；“读”是指专业知识结构的系统建构，当前的主要路径是科教融合与学术育人；“修”是指思想道德修炼，当前的基本策略是优秀思想文化资源育人；“业”是指事业表现，当前核心任务是鼓励“以农为志业”。迭代创新是一种创新的模式，意为基于结果反馈和目标导向的持续改进。

Education paradigm refers to a relatively stable action structure of talent training and its practical effect. “cultivating, learing, healing and working” is a modern horticulture paradigm that formed by iterative innovation in the long-term practice of horticultural education in Hunan Agricultural University. In this paradigm, “Cultivating” refers to the new kind of professional practice, and the current special way is the embedded action of social services. “Learning” refers to systematic construction of professional knowledge, and current main path is the integration of scientific research and teaching and academic education. “Healing” refers to ideological and moral cultivation, and current basic strategy is to educate students with excellent ideological and cultural resources. “Working” refers to the career performance, and current core task is to encourage "taking agriculture as career". Iterative innovation is a mode of innovation, which means continuous improvement based on results feedback and goal orientation.