摘要
“食品添加剂”是食品专业核心课程,课程具有多元性、综合性的特点,学生学习难度较高。根据不同阶段学生学习特点和社会需求,将课程思政元素从“学、识、用”3个层次融入“食品添加剂”课程的授课体系中,建立“学以识,识为用,用促学”三位一体食品添加剂特色人才培养体系。基于OBE理念的线上教学、线上线下混合式教学和校内校外融合式教学模式的比较,依据课程目标达成度目前选择校内校外融合式教学模式,即课前线上发布预习资源,课中线下讲授+线上直播异地同步进行课堂活动,课后全方位评价学习成效,师生双方根据评价结果进行持续改进,以循环上升的方式达到课程教学目标。同时,课堂教学中引入思维导图解锁、奇思妙想和热点解惑等教学模块,加深了学生工程知识理解程度,培养了学生进行问题分析、科学研究、个人与团队、职业规范、沟通和终身学习等多方面能力,提升了学生解决复杂工程问题的能力。课程采用的校内校外融合式教学模式探索可为食品专业课程的改革提供参考和借鉴。
Food Additives is the core course of food profession,the course has the characteristics of diversity,comprehensive,students learn more difficult.According to the learning characteristics of students at different stages and the needs of society,the course thinking political elements from“learning,knowledge,use”three levels into the Food Additives course delivery system,the establishment of“learning to knowledge,knowledge for use,use to promote learning”trinity Food Additives characteristics Talent training system.We had conducted a comparison of online teaching,online/offline hybrid teaching and on-campus/off-campus integrated teaching mode based on the OBE concept,and have chosen the on-campus/off-campus integrated teaching mode based on the achievement of the course objectives,online pre-reading resources before class,offline lecture+online live streaming synchronous classroom activities during class,all-round evaluation of learning effectiveness after class,and continuous improvement by both teachers and students based on the evaluation results.Both teachers and students made continuous improvement based on the evaluation results,in order to achieve the teaching objectives of the course in an upward cycle.At the same time,the classroom teaching introduces teaching modules such as mind map unlocking,whimsical thinking and hotspot solving,which deepen students'understanding of engineering knowledge,cultivate students'ability to conduct problem analysis,scientific research,individual and team,professional norms,communication,and lifelong learning,and enhance students'ability to solve complex engineering problems.The exploration of the integrated teaching mode adopted in and out of school for this course could provide reference and reference for the reform of food professional courses in the post-epidemic era.
作者
周雯雯
杜娟
洪艳平
赵燕
涂勇刚
ZHOU Wenwen;DU Juan;HONG Yanping;ZHAO Yan;TU Yonggang(College of Food Science and Engineering,Jiangxi Agricultural University,Nanchang,Jiangxi 330045,China)
出处
《农产品加工》
2024年第2期116-122,125,共8页
Farm Products Processing
基金
江西省高等学校教学改革研究课题重点项目(JXJG-21-3-2)
江西农业大学课程思政示范课程“食品添加剂”(2022-029)
江西农业大学教学改革研究课题“‘金师’理念下‘食品添加剂’课程教学模式的改革与创新研究”(2022B2ZZ20)。
关键词
食品添加剂
理论教学
成果导向教育
持续改进
Food Additives
theory teaching
outcomes-based education
continuous improvement
作者简介
周雯雯(1982-),女,博士,副教授,研究方向为食品污染物分析与检测;通讯作者:涂勇刚(1979-),男,博士,教授,研究方向为畜产品科学与技术。
