基于PBL教学法在大学《食品化学》教学中的应用  

On Application of Problem-Based Learning in Teaching Food Chemistry

作　　者：杨宪[1] 和七一[1] 余晓东[1] 赵瑛[1] 

机构地区：[1]重庆师范大学生命科学学院,重庆401331

出　　处：《西南师范大学学报（自然科学版）》2014年第10期152-156,共5页Journal of Southwest China Normal University(Natural Science Edition)

基　　金：重庆师范大学基金项目资助(201331和12XLB028);重庆市教育委员会科学技术研究项目(KJ130618)

摘　　要：以"问题为中心"的教学模式在许多专业课堂教学上有着广泛的应用.为了提高《食品化学》课程的教学质量,以重庆师范大学生命科学学院2012级和2013级共4个班食品质量与安全专业的同学为研究对象,先以2012级2个班所有学生按设定的条件,选取部分学生作为对照组,采用传统的教育方式,而该年级剩余的同学,采用以"问题为中心"的教学模式,以学生学习满意程度、课堂中学生表现情况及知识掌握程度3个指标评价学习效果.然后再以2013级2个班的学生,在相同条件下进行重复实验.上述2次的研究结果表明,以"问题为中心"的教学模式的教学效果比传统教学效果有显著的提高.Problem-based learning （PBL ） has become more widely used in the education of many profes-sionals .In order to improve the teaching of Food Chemistry .In this study ,the grades 2012 and 2013 who were enrolled at the College of Life Sciences in Chongqing Normal University have been selected in the whole process of the experiment .So ,for grade 2012 ,half of them who were taught by means of lecture-based learning （LBL ） in the traditional manner have been designed as the control group .PBL group atten-ded the PBL course whereas the control group attended the traditional instructor course .After the end of the course ,the teaching efficiency was evaluated by the learning satisfaction ,the classroom performance and the degree of knowledge .Similarly ,grade 2013 was executed in the same conditions .The result shows that integrating PBL into this undergraduate class has a significant effect on the content knowledge acquisi-tion score and thinking skills .

关 键 词：“问题为中心”教学模式 食品化学课程 传统教学 教学质量 

分 类 号：R284[医药卫生—中药学]