摘要
CDIO教育理念强调“教、学、做”一体化,食品科学导论课程组教学改革模板设定为选择食品专业2020级1班为试点,划分为7个学习项目小组,组长由学生选出,每组有5~7名学生,组长带领小组成员完成相应的工作和任务安排。学习项目涉及到理论基础,实践操作,团队合作,教师在整个教学过程中承担的主要作用是对学生进行必要的理论指导。同时,帮助学生完成理论教学的扩展要求,积极调动学生学习的主动性和积极性,以新的课程框架反映新的教学思路。
On the basis of a comprehensive understanding of the CDIO education concept,the project reform of Introduction to Food Science course was determined as the breakthrough point.Class 1 of Biology Level 19 was selected for pilot and divided into 5-7 project working groups with 7 students in each group,recommended by the group leader,responsible for work progress and task arrangement of group members.A total of four learning work projects were designed in each project where theoretical foundations were involved and teachers guided students in the necessary theoretical preparation.At the same time,it inspires students to complete the basic requirements and expansion requirements of the project,and gradually improves students'knowledge through gradual learning.
出处
《高教学刊》
2024年第S01期101-105,共5页
Journal of Higher Education
基金
2022湖南省教育厅教改重点项目“后MOOC时代SPOC线上线下混合教学模式的实践与探索”(HNJG-2022-0096)。
关键词
食品科学导论
CDIO教学模式
一体化教学
教学设计
教学实践
Introduction to Food Science
teaching as one CDIO Teaching Model
integrated teaching
teaching design
teaching practice
