PBL-CBL-RBL模式在“食品营养与功能评价”课程中的应用  

The Practice of PBL-CBL-RBL Model on the Course of “Food Nutrition and Function Assessment”

作　　者：陆俊 张琳[1,2] 付湘晋 LU Jun;ZHANG Lin;FU Xiangjin(Hunan Key Laboratory of Forestry Edible Sources Safety and Processing,Changsha 410004;College of Food Science and Engineering,Central South University of Forestry and Technology,Changsha 410004)

机构地区：[1]林产可食资源安全与加工利用湖南省重点实验室,长沙410004 [2]中南林业科技大学食品科学与工程学院,长沙410004

出　　处：《食品工业》2021年第11期311-314,共4页The Food Industry

基　　金：全国农业专业学位研究生教育指导委员会研究课题(2019-NYYB-22);湖南省科技创新平台与人才计划项目(2019TP1029);湖南省普通高校教学改革研究项目(湘教通[2019]291);国家级一流本科专业建设项目(教高厅函[2019]46号)。

摘　　要：基于总结"食品营养与功能评价"课程教学的目的、内容以和存在的问题,分析PBL-CBL-RBL整合教学模式的优势。通过优化教学内容和资源的建设,融入不同教学方法的主要措施,制定有效评价措施,开展教学总结与反思等,深入探讨PBL-CBL-RBL整合教学模式在"食品营养与功能评价"课程中的实践与应用。实践证明,通过教学改革与实践,该课程取得了较好效果,开阔了学生的知识面,提升了学生的综合素质和解决问题的能力。Based on the summary of the object, content and existing problems of the course "Food Nutrition and Function Assessment", the advantages of PBL-CBL-RBL integrated teaching mode are analyzed. Through the optimizing of teaching content and resources construction, integrating the main measures of different teaching methods, formulating effective evaluation measures, and conducting teaching summary and reflection, the practice and application of PBL-CBL-RBL blending teaching model in "Food Nutrition and Function Assessment" course have been deeply discussed. Practice results has proved that through teaching reform and practice, this course has achieved good results with broaden students’ knowledge, and has improved students’ comprehensive quality and problem-solving ability.

关 键 词：PBL-CBL-RBL 改革与实践 食品营养与功能评价 

分 类 号：TS201.4-4[轻工技术与工程—食品科学] G642.3[轻工技术与工程—食品科学与工程]