基于对分课堂的食品生物化学课程教学改革探索  

Exploration on Teaching Reform of Food Biochemistry Course Based on PAD Classes

作　　者：刘根梅 肖仔君[1] 康林芝 邹秀容[1] 张颖智 周小伟 LIU Genmei;XIAO Zijun;KANG Linzhi;ZOU Xiurong;ZHANG Yingzhi;ZHOU Xiaowei(Food Science Institute,Shaoguan University,Shaoguan 512005)

机构地区：[1]韶关学院食品学院,韶关512005

出　　处：《食品工业》2024年第9期260-264,共5页The Food Industry

基　　金：广东省本科高校教学质量与教学改革工程建设项目(粤教高函[2021]29号);韶关学院教育教学改革研究项目(SYJY20201223);韶关学院课程思政建设项目(韶学院办[2022]5号);韶关学院“质量工程”建设项目(韶学院办[2021]46号)。

摘　　要：通过分析食品生物化学课程特点及教学现状,为提高教学质量,对食品生物化学课程进行对分课堂教学模式的改革探索。分析课程内容,选取适宜章节采用“当堂对分”授课模式,以蛋白质代谢章节为例,阐述具体的实施过程:师精讲课程内容45 min,学生内化吸收15 min,小组讨论15 min,师生互动15 min。通过期末考试成绩分析及学生教学评价反馈可知,对分课堂教学模式的实施可提高学生的学习主动性,提高学生学习兴趣及团队协作能力,有利于提高学生的综合素质和能力,具有较好的教学效果。The characteristics and teaching status of food biochemistry course were analyzed.In order to improve the teaching quality,a reform and exploration of Presentation-Assimilation-Discussion(PAD)classroom teaching mode was carried out in food biochemistry course.By analyzing the content of the course,suitable chapters were selected to adopt the PAD classroom teaching model,and taking the chapter of protein metabolism as an example,the specific implementation process was explained,which was teacher focusing on the course content for 45 minutes,students internalizing and absorbing for 15 minutes,group discussions for 15 minutes,and teacher-student interaction for 15 minutes.Through the analysis of final exam scores and feedback from student teaching evaluation,it can be concluded that the implementation of the PAD classroom teaching model can enhance students’learning autonomy,learning interest and teamwork ability,and is conducive to improving their comprehensive quality and ability,with good teaching effect.

关 键 词：对分课堂(PAD) 食品生物化学 教学模式 改革探索 

分 类 号：TS201.2-4[轻工技术与工程—食品科学] G642.0[轻工技术与工程—食品科学与工程]