食品安全事件研讨引入“食品分析”课程过程性考核的实践探讨  

An Exploratory Study on the Practical Implementation of Incorporating Food Safety Case Discussions into the Formative Assessment of the Food Analysis Course

作　　者：云永欢 张伟敏[1] 陈文学[1] 曹宏梅 YUN Yonghuan;ZHANG Weimin;CHEN Wenxue;CAO Hongmei(School of Food Science and Engineering,Hainan University,Haikou,Hai'nan 570228,China)

机构地区：[1]海南大学食品科学与工程学院,海南海口570228

出　　处：《农产品加工》2023年第21期126-129,共4页Farm Products Processing

基　　金：2022年度海南省高等学校教育教学改革研究重点项目“食品专业课程过程性考核的探索和实践”(HNJG2022ZD-14);2022年度海南大学教育教学改革研究重点项目“食品专业课程过程性考核的探索和实践”(HDJY2204);海南省高等学校教育教学改革研究项目“理论与实践一体化模式在‘食品分析’教学改革中的探索”(HNJG2023-19)。

摘　　要：如何以创新过程性考核形式在最大程度上激发学生学习的主动性,深入理解课程知识,进而提高学生的综合能力,是高等教育教学教改思考的问题。以“食品分析”课程为例,创新性提出了将食品安全事件研讨引入“食品分析”课程的过程性考核中,从组织形式和实施上探讨该教学方法作为过程性考核的合理性。实施效果表明,通过食品安全事件研讨,丰富了过程性考核的形式,在知识、能力和素质3个层面上实现了教学目标,加深了学生对课程知识的深入认识,提高了学生自主学习能力、独立思考和解决问题的能力,增强了学生的食品安全意识,增强了学生的职业素养和社会责任感,同时加强了师生之间的情感交流。In the context of higher education and teaching reform,how to creatively design the formative assessment process to maximize students'initiative in learning,deepen their understanding of course knowledge,and ultimately enhance their overall abilities is an important consideration.This article took the course Food Analysis as an example and innovatively proposes the incorporation of food safety case discussions into the formative assessment process of the Food Analysis course.It explored the rationale of this teaching method in terms of organization and implementation as a formative assessment.The implementation of this approach had demonstrated positive results.By integrating food safety case discussions,the formative assessment had been enriched,achieving teaching objectives at the levels of knowledge,abilities,and qualities.Students'in-depth understanding of the course material had been enhanced,as well as their ability for self-directed learning,independent thinking,and problem-solving.Furthermore,it had raised students'awareness of food safety,enhanced their professional qualities and sense of social responsibility,while also strengthening emotional communication between teachers and students.

关 键 词：过程性考核 食品分析 食品安全事件 案例研讨 

分 类 号：C229.29[社会学]