“食品工程原理”课程创新改革与实践

汪立君; 洪惠; 张博雅; 周忻; 殷丽君

doi:10.19998/j.cnki.2095-1795.2022.11.018

“食品工程原理”课程创新改革与实践

doi: 10.19998/j.cnki.2095-1795.2022.11.018

中国农业大学食品科学与营养工程学院，北京 100083

基金项目: 2022年中国农业大学教学研究项目（BH2021003）

详细信息

作者简介:
汪立君，博士，副教授，主要从事食品科学与工程研究　E-mail：wlj@cau.edu.cn

中图分类号: G642.0
计量
- 文章访问数: 65
- HTML全文浏览量: 20
- PDF下载量: 11
- 被引次数: 0
出版历程
- 收稿日期: 2022-08-11
- 修回日期: 2022-09-21
- 出版日期: 2022-11-20

Reformation and Practice on "Food Engineering Principles" Course

College of Food Science and Nutritional Engineering，China Agricultural University，Beijing 100083，China

摘要

摘要:
针对“食品工程原理”课程教学存在的问题，基于“雨课堂”等信息手段进行混合教学，建立动静交替、线上线下结合的结构化教学模式，并融合学研结合和赛教互促，提升学生解决复杂工程问题的能力。该课程教学新范式取得显著效果，为其他高校相关课程建设的改革与发展提供范例，对食品工程类相关课程的建设具有引领和示范作用。
- 食品工程原理 /
- 学研结合 /
- 赛教互促 /
- 教学改革
Abstract:
In order to address current issues in teaching "Food Engineering Principles", a mixed teaching model was implemented, incorporating information technology tools such as "Rain Classroom"．This structured teaching approach utilized a combination of dynamic and static states, as well as online and offline integration, resulting in an improved ability for students to solve complex engineering problems． New teaching paradigm integrated both learning and research, as well as competition and teaching, achieving remarkable results．This model serves as an example for reform and development of related courses in other colleges, and has played a leading and exemplary role in the construction of food engineering related courses．
- food engineering principles /
- integration of learning and research /
- mutual promotion of competition and teaching /
- teaching reform

HTML全文

图 1 利用信息化平台和动静交替资源库构建结构化教学模式

Figure 1. Structured teaching mode constructed by using information platform and dynamic static resource

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图 2 课程教学体系优化设计

Figure 2. Optimization design of course teaching system

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图 3 自主制作的课程教学示意（传热）

Figure 3. Self-made course teaching diagram （heat transfer）

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图 4 科研案例与知识点一一对应（干燥曲线）

Figure 4. One by one correspondence between scientific research cases and knowledge points （drying curve）

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图 5 科研案例与知识点一一对应（神奇的水）

Figure 5. One by one correspondence between scientific research cases and knowledge points（magical water）

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图 6 学生对“食品工程原理”课程的教学反馈

Figure 6. Student feedback on teaching of "Principles of Food Engineering"

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参考文献(11)

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