PBL教学法在食品微生物学设计性实验教学中的问题设计研究  

The Study of Problem Design of PBL Teaching Model in Designing Experiments Teaching of Food Microbiology

作　　者：王玲[1] 雷晓凌[1] 伍彬[1] 刘颖[1] 刘唤明[1] 曾少葵[1] WANG Ling;LEI Xiao-ling;WU Bin;LIU Ying;LIU Huan-ming;ZENG Shao-kui(College of Food Science and Technology,Guangdong Ocean University,Zhanjiang,Guangdong 524088,China)

机构地区：[1]广东海洋大学食品科技学院,广东湛江524088

出　　处：《教育教学论坛》2018年第30期167-169,共3页Education And Teaching Forum

基　　金：广东省教育厅高等教育教学改革项目(本科类)(粤教高函【2015】173号);广东省精品资源共享课(粤教高函【2013】113号);食品微生物学课程群广东省省级优秀教学团队(粤教高函【2015】133号)项目资助

摘　　要：食品微生物学是轻工食品科学类各专业的一门重要的专业基础课,该门课程主要讲授微生物对食品贮藏、制造、运输及销售过程中的重要影响。PBL教学法是以学生为主体、以问题为中心,围绕问题的主动学习,而不是围绕课程程序学习的教学方法,其目的在于提高学生的主动学习能力、分析和解决问题的能力及独立思考的能力。设计性实验是通过合理的、科学的和有意义的问题的设计来激发学生的学习兴趣,使学生的综合能力及创造性思维能力不断提高的新型教学方法,是轻工食品类专业基础课程——"食品微生物学"实验教学的重要内容。Food Microbiology is an important professional course in the fields of light industry food science.The course focuses on the important impact of microbes on food storage,manufacturing,transportation and sales.PBL teaching model is a teaching method which activates students to initiatively learn from real problem rather than to learn from the course program.It aims to improve students'active learning ability,analytical ability and independent thinking ability.Designing experiments is an important teaching content for food microbiology experimental teaching program.By applying PBL teaching model to food microbiology designing experiments,and designing some scientific,rational and meaningful problems,could effectively activate students'interest in learning,as well as improve the students'comprehensive ability and creative thinking ability.

关 键 词：PBL教学法 食品微生物学 设计性实验 问题设计 实验教学 

分 类 号：G642.0[文化科学—高等教育学]