探究式教学法在不同层次食品类专业教学中的应用--以食品微生物实验课程为例  

The Application of Inquiry Teaching Method in Different Levels of Food Specialty Teaching:Taking the experiment course of food microbiology as an example

作　　者：张娟梅[1] 鲍登克[1] ZHANG Juanmei;BAO Dengke(School of Pharmacy,Henan University,Kaifeng 475000,China)

机构地区：[1]河南大学药学院,河南开封475000

出　　处：《商丘职业技术学院学报》2021年第1期89-92,96,共5页JOURNAL OF SHANGQIU POLYTECHNIC

基　　金：2015年度河南大学校级教改项目“基于专业岗位能力培养的核心课程体系改革与探索”(HDXJJG 2015-305);2018年度河南大学校级教改项目“生物化学和分子生物学教学内容、结构和教学方式的改革与实践”(HDXJJG2018-142)。

摘　　要：探究式教学法以探索、研究的方式开展课堂教学,是一种真正“以学生为主体”的教学模式.探究式教学法应用于本科教育和职业教育中,因学情不同,其具体实施策略也必然不同.以食品微生物实验课程的实施为例,对探究式教学法分别在河南大学、河南大学民生学院和商丘职业技术学院的食品类专业课程教学改革中的实施经验加以总结,以期能够为后续的教育教学研究提供一定的理论支持.The method which we used to explore and research the way of classroom teaching is named“Exploratory teaching method”,and it is a real“student-centered”teaching mode.The inquiry teaching method applied to undergraduate education is dramatically different from that applied to the vocational education,and its specific implementation strategies are necessarily different due to different learning conditions.This text takes the experiment course of food microbiology as an example.We summarized the implementation experience of inquiry teaching method used in the teaching reform of food specialty in Henan University,Minsheng College of Henan University and Shangqiu Polytechnic.In this text,we look forward to providing some theoretical support for the follow-up education and teaching research.

关 键 词：探究法 课堂教学 本科教学 职业教育 食品微生物实验课程 

分 类 号：G424.1[文化科学—课程与教学论]