农药残留分析与农产品安全的实践教学方法
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摘要
随着我国经济和科学技术进步,高校对学生的职业操作技能培养成了高校教学重点。为了满足社会发展对人才的需要,我院"农药残留分析与农产品安全"专业课程教学设计目标就是培养出符合社会发展的高素质高技能人才。本文以教学实例总结适合学生形成知识体系并构建学习能力的实践教学评价方法。阐述学生对农药残留分析与农产品安全的专业技术应用能力的培养体系的构建,和农药残留分析与农产品安全的实践教学评价方法的运用,总结实践效果,帮助学生提高学习技能,对评价方法进行有效探索。
With the development of economy and science and technology in China, the cultivation of students' vocational operation skills has become the key point of college teaching. In order to meet the needs of social development for talents, the teaching design goal of the specialized course "analysis of pesticide residue and safety of agricultural products" in our hospital is to cultivate high-quality and highly skilled talents in line with social development. This paper summarizes practical teaching evaluation methods that are suitable for students to form knowledge system and build learning ability by teaching examples. This paper expounds the construction of the cultivation system of students' professional technical application ability of pesticide residue analysis and agricultural product safety, and the application of practical teaching evaluation method of pesticide residue analysis and agricultural product safety, summarizes the practical effect, helps students improve their learning skills, and effectively explores the evaluation method.
With the development of economy and science and technology in China, the cultivation of students' vocational operation skills has become the key point of college teaching. In order to meet the needs of social development for talents, the teaching design goal of the specialized course "analysis of pesticide residue and safety of agricultural products" in our hospital is to cultivate high-quality and highly skilled talents in line with social development. This paper summarizes practical teaching evaluation methods that are suitable for students to form knowledge system and build learning ability by teaching examples. This paper expounds the construction of the cultivation system of students' professional technical application ability of pesticide residue analysis and agricultural product safety, and the application of practical teaching evaluation method of pesticide residue analysis and agricultural product safety, summarizes the practical effect, helps students improve their learning skills, and effectively explores the evaluation method.
引文
[1]张敏,杨凤梅,朱晓红.利用思维导图提高学生学习效率的探索[J].中国医学教育技术,2010,24(4):340-342.
[2]刘承兰,罗建军,胡琼波.PBL方法在《农产品安全检测》教学中的应用研究[J].安徽农业科学,2014,42(7):2211-2213.
[3]赵海敬,范健文,杨磊.关于高校课堂教学中师生角色互换的探究与实践[J].民主教学,2013(9):188-189.
[4]周雨青,万书玉.“互联网+”背景下的课堂教学———基于慕课、微课、翻转课堂的分析与思考[J].中国教育信息化,2016(2):10-12,39.
[5]侯如燕.农药残留分析课程教学改革探讨[J].现代农业科技,2014(6):324-325.
[6]苏昕,张辉,周升师.农产品质量安全监管中消费者参与意愿和行为研究:基于调查数据的实证分析[J].经济问题,2018(4):62-69.
[7]雷杰,包慧敏,樊惠芝.关于翻转课堂和慕课的思考[A].高等学校化学教育研究中心、中国化学会教育委员会.第十二届全国大学化学教学研讨会论文集[C].西南大学化学化工学院,2013:357-359.
[8]刘承兰,罗建军,胡琼波.PBL方法在《农产品安全检测》教学中的应用研究[J].安徽农业科学,2014,42(7):2211-2213.
[9]李增智,花日茂.食品安全的理论与实践安徽食品安全博士论坛[M].合肥:合肥工业大学出版社,2005.
[10]陈静,陈绘如,刘李娥.《农产品分析与安全检验技术》课程项目化教学改革探讨[J].商州职业技术学院学报,2014,13(2):29-31.
[2]刘承兰,罗建军,胡琼波.PBL方法在《农产品安全检测》教学中的应用研究[J].安徽农业科学,2014,42(7):2211-2213.
[3]赵海敬,范健文,杨磊.关于高校课堂教学中师生角色互换的探究与实践[J].民主教学,2013(9):188-189.
[4]周雨青,万书玉.“互联网+”背景下的课堂教学———基于慕课、微课、翻转课堂的分析与思考[J].中国教育信息化,2016(2):10-12,39.
[5]侯如燕.农药残留分析课程教学改革探讨[J].现代农业科技,2014(6):324-325.
[6]苏昕,张辉,周升师.农产品质量安全监管中消费者参与意愿和行为研究:基于调查数据的实证分析[J].经济问题,2018(4):62-69.
[7]雷杰,包慧敏,樊惠芝.关于翻转课堂和慕课的思考[A].高等学校化学教育研究中心、中国化学会教育委员会.第十二届全国大学化学教学研讨会论文集[C].西南大学化学化工学院,2013:357-359.
[8]刘承兰,罗建军,胡琼波.PBL方法在《农产品安全检测》教学中的应用研究[J].安徽农业科学,2014,42(7):2211-2213.
[9]李增智,花日茂.食品安全的理论与实践安徽食品安全博士论坛[M].合肥:合肥工业大学出版社,2005.
[10]陈静,陈绘如,刘李娥.《农产品分析与安全检验技术》课程项目化教学改革探讨[J].商州职业技术学院学报,2014,13(2):29-31.