食品生物化学实验教学双一流建设实践
|
摘要
以食品生物化学实验为例,阐述"双一流"建设视域下的本科生实验教学改革与实践。针对目前食品生物化学实验教学在课程规划、教学内容、课程特色及教学形式等方面存在的问题,分析课程改革的必要性,提出教学改革方案。在充分体现食品科学与工程学科特色的基础上,对实验教学内容进行规划,强调涵盖基础实验内容的大型综合实验,增加探究性实验培养开拓创新精神,开放以学生为主体的创新设计性实验,将科研与教学紧密结合充分反映学科前沿进展,强化多学科知识融合。通过教学改革与实践,使学生在掌握食品生物化学实验基本理论、方法和技能的基础上,达到提高创新综合实践能力的目的,为社会培养具有严谨科学态度和良好团队合作精神的复合型创新人才。
The paper focused on the reform of undergraduate experiment teaching on the strategy of"Double First-Class"construction. Reform and practice of food biochemistry experiment is considered as a case study. The present problems of content and design,characteristic and teaching methods of course of food biochemistry experiment are pointed out.The necessity of experiment teaching reform is analyzed and the teaching reform scheme is proposed. The course content of food biochemistry experiment should be closely combined with the professional characteristics of food science and engineering. Large scale comprehensive experiments based on the basic experiments are designed. More inquireexperiments and student-oriented synthetic design and innovative experiments are proposed in order to improve students' innovative ability. Experiment education should be organically combined with scientific research. Multi-subject knowledge should be merged into food biochemistry experiment to improve students' comprehensive ability in practice.Through the effective reform and practice on the teaching reform,the students master the principle theories,methods and skills of food biochemistry experiment,and innovational,comprehensive and practical abilities are improved. Training talents with innovative spirit,rigorous attitude toward research and cooperating spirit for the society is the ultimate aim.
The paper focused on the reform of undergraduate experiment teaching on the strategy of"Double First-Class"construction. Reform and practice of food biochemistry experiment is considered as a case study. The present problems of content and design,characteristic and teaching methods of course of food biochemistry experiment are pointed out.The necessity of experiment teaching reform is analyzed and the teaching reform scheme is proposed. The course content of food biochemistry experiment should be closely combined with the professional characteristics of food science and engineering. Large scale comprehensive experiments based on the basic experiments are designed. More inquireexperiments and student-oriented synthetic design and innovative experiments are proposed in order to improve students' innovative ability. Experiment education should be organically combined with scientific research. Multi-subject knowledge should be merged into food biochemistry experiment to improve students' comprehensive ability in practice.Through the effective reform and practice on the teaching reform,the students master the principle theories,methods and skills of food biochemistry experiment,and innovational,comprehensive and practical abilities are improved. Training talents with innovative spirit,rigorous attitude toward research and cooperating spirit for the society is the ultimate aim.
引文
[1]国务院.统筹推进世界一流大学和一流学科建设总体方案[EB/OL].[2015-11-05]. http://www. gov. cn/zhengce/content/2015-11/05/content_10269. htm.
[2]洪大用.在“双一流建设中大力加强本科人才培养”[J],中国大学教学,2016(4):9-16.
[3]蒋洪新.强化育人导向推进一流学科建设[J].中国大学教学,2016(11):44-46,92.
[4]周光礼.“双一流”建设中的学术突破——论大学学科、专业、课程一体化建设[J],教育研究,2016(5):72-76.
[5]高建华,宁正祥,袁尔东,等.食品生物化学实验课程教学改革探索[J].安徽农业科学,2011,39(32):20266-20267,20276.
[6]文朝阳,韩玉英,孙林,等.优化生物化学实验教学培养学生创新能力[J].实验技术与管理,2013,30(10):24-26.
[7]赵玉红,赵立青,张金红,等.提高非生物类学生综合能力的基础实验教学新模式[J].实验室研究与探索,2013,32(3):120-122.
[8]沈显生,周丛照.优化实验课程体系兼顾本-硕贯通[J].实验室研究与探索,2011,30(6):142-144.
[9]唐亚娟.专题探究性教学课程资源开发的意义及路径[J].教育理论与实践,2017,37(5):46-48.
[10]孔繁华,徐来祥,燕艳,等.生物化学“3+1”实验课教学方法的探索与实践[J].实验室研究与探索,2012,31(10):126-129.
[11]田俊梅,王国枝,赵巧娥,等.专业基础课程教学改革[J].教育理论与实践,2014,34(18):49-50.
[12]李欣,赵玉红,周浩,等.基础生物化学实验教学改革的探索与实践[J],实验室研究与探索,2016,35(3):162-164,185.
[13]吴爱华,刘晓宇.深入推进科教结合协同育人[J].高等工程教育研究,2015(2):6-9.
[14]李正,项聪,卢开聪,等.华南理工大学创新创业人才培养实践与探索[J].中国大学教学,2014(12):29-31.
[15]马海乐.利用多学科交叉提高食品学科学生创新能力的研究与实践[J].食品与机械,2017,33(9):213-215.
[16]王迎军.坚持开放发展,提升办学水平[J],国家教育行政学院学报,2016(11):3-9.
[2]洪大用.在“双一流建设中大力加强本科人才培养”[J],中国大学教学,2016(4):9-16.
[3]蒋洪新.强化育人导向推进一流学科建设[J].中国大学教学,2016(11):44-46,92.
[4]周光礼.“双一流”建设中的学术突破——论大学学科、专业、课程一体化建设[J],教育研究,2016(5):72-76.
[5]高建华,宁正祥,袁尔东,等.食品生物化学实验课程教学改革探索[J].安徽农业科学,2011,39(32):20266-20267,20276.
[6]文朝阳,韩玉英,孙林,等.优化生物化学实验教学培养学生创新能力[J].实验技术与管理,2013,30(10):24-26.
[7]赵玉红,赵立青,张金红,等.提高非生物类学生综合能力的基础实验教学新模式[J].实验室研究与探索,2013,32(3):120-122.
[8]沈显生,周丛照.优化实验课程体系兼顾本-硕贯通[J].实验室研究与探索,2011,30(6):142-144.
[9]唐亚娟.专题探究性教学课程资源开发的意义及路径[J].教育理论与实践,2017,37(5):46-48.
[10]孔繁华,徐来祥,燕艳,等.生物化学“3+1”实验课教学方法的探索与实践[J].实验室研究与探索,2012,31(10):126-129.
[11]田俊梅,王国枝,赵巧娥,等.专业基础课程教学改革[J].教育理论与实践,2014,34(18):49-50.
[12]李欣,赵玉红,周浩,等.基础生物化学实验教学改革的探索与实践[J],实验室研究与探索,2016,35(3):162-164,185.
[13]吴爱华,刘晓宇.深入推进科教结合协同育人[J].高等工程教育研究,2015(2):6-9.
[14]李正,项聪,卢开聪,等.华南理工大学创新创业人才培养实践与探索[J].中国大学教学,2014(12):29-31.
[15]马海乐.利用多学科交叉提高食品学科学生创新能力的研究与实践[J].食品与机械,2017,33(9):213-215.
[16]王迎军.坚持开放发展,提升办学水平[J],国家教育行政学院学报,2016(11):3-9.