食品分析与检验实验教学改革初探
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摘要
食品分析与检验课程是食品科学与工程专业的一门专业基础课。为提高学生食品分析与检验实验课程的主观能动性,增强学生独立思考及独立解决问题的能力,规范学生实验操作技能,针对学生实验过程中出现的实验操作缺乏积极性,理论联系实际能力较弱等问题,从教学方法及课程考核方式等方面对食品分析与检验实验教学改革进行了初步探索。
Food analysis and determination is an important professional course for the students from food science and engineering major.In order to improve students 'subjective initiative,enhance the abilities of thinking and solving problems independently,standardizing students' experimental operation skills,study on experimental teaching reform of food analysis and determination is preliminarily discussed.In the experimental process,lack of initiative in experimental operation and weak ability to integrate theory with practice are the main problems of the students.This discussion was carried out from these aspects,such as teaching approaches and curriculum assessment methods.
Food analysis and determination is an important professional course for the students from food science and engineering major.In order to improve students 'subjective initiative,enhance the abilities of thinking and solving problems independently,standardizing students' experimental operation skills,study on experimental teaching reform of food analysis and determination is preliminarily discussed.In the experimental process,lack of initiative in experimental operation and weak ability to integrate theory with practice are the main problems of the students.This discussion was carried out from these aspects,such as teaching approaches and curriculum assessment methods.
引文
[1]何翠薇,侯小涛,易蔚.中医药院校食品分析与检验实验教学探讨[J].中国中医药现代远程教育,2014,12(7):95-97.
[2]杜成智,侯小涛,谭建宁,等.食品检验与分析教学改革初探[J].广西中医药大学学报,2013,16(1):145-146.
[3]陈斌,韩雅珊,赵丽丽,等.食品分析技术进展[J].营养学报,2003,25(2):135-138.
[4]刘丽娇,马永贵.培养学生实践能力的尝试[J].医学信息(上旬刊),2011,24(6):3237-3238.
[5]杨文君,赵睿,陈苑明,等.分析化学实验教学的改革与实践[J].广州化工,2018(4):136-138.
[6]史俊友,景年华.强化“量”的概念,提高分析化学实验教学质量[J].广州化工,2016(2):164-165.
[7]谢秀青.浅析学生创新能力的培养[J].中国校外教育,2016(10):44.
[8]洪庆华,马凤国,管志勇,等.改革微生物学实验教学,提高学生的综合素质[J].实验技术与管理,2006,23(3):93-95.
[9]沈国良,张梨黎,朱海峰,等.面向应用型人才培养的化工类专业基础化学实验教学改革[J].化工时刊,2017(2):51-54.
[10]薛桂香.加强先学后导教学用问题评价提高学习效率[J].新课程学习(中),2014(12):76.
[11]付双,夏春辉,许凤,等.化学实验考核方法改革研究[J].中国卫生产业,2017,14(11):69-70.
[12]李伟,熊健,陈虎林,等.分析化学实验教学改革初探-以西藏大学理学院为例[J].西藏教育,2018(2):42-44.
[2]杜成智,侯小涛,谭建宁,等.食品检验与分析教学改革初探[J].广西中医药大学学报,2013,16(1):145-146.
[3]陈斌,韩雅珊,赵丽丽,等.食品分析技术进展[J].营养学报,2003,25(2):135-138.
[4]刘丽娇,马永贵.培养学生实践能力的尝试[J].医学信息(上旬刊),2011,24(6):3237-3238.
[5]杨文君,赵睿,陈苑明,等.分析化学实验教学的改革与实践[J].广州化工,2018(4):136-138.
[6]史俊友,景年华.强化“量”的概念,提高分析化学实验教学质量[J].广州化工,2016(2):164-165.
[7]谢秀青.浅析学生创新能力的培养[J].中国校外教育,2016(10):44.
[8]洪庆华,马凤国,管志勇,等.改革微生物学实验教学,提高学生的综合素质[J].实验技术与管理,2006,23(3):93-95.
[9]沈国良,张梨黎,朱海峰,等.面向应用型人才培养的化工类专业基础化学实验教学改革[J].化工时刊,2017(2):51-54.
[10]薛桂香.加强先学后导教学用问题评价提高学习效率[J].新课程学习(中),2014(12):76.
[11]付双,夏春辉,许凤,等.化学实验考核方法改革研究[J].中国卫生产业,2017,14(11):69-70.
[12]李伟,熊健,陈虎林,等.分析化学实验教学改革初探-以西藏大学理学院为例[J].西藏教育,2018(2):42-44.