《食品营养与卫生学》课程教学中多种教学方法的比较与探索
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摘要
《食品营养与卫生学》是食品科学与工程专业的必修课之一。为适应应用型本科院校教学的发展需要,提高教学质量,激发学生的学习兴趣,近年来,我们在《食品营养与卫生》课程教学中探索了讲授式教学法(LBL)—问题教学法(PBL)—案例教学法(CBL)—小组教学法(TBL)等多种教学方法有机结合的"联合教学法"。本文比较了几种教学方法的适用条件、操作要点和各自的优缺点,并选择教材中一章的内容为例,在教学实践中将多种教学方法联合使用,做了简要分析与探讨,以期为更好地培养以能力为导向的应用型人才的教学方法提供参考依据。
Food nutrition and hygiene is an important professional compulsory course of "Food Nutrition and Hygiene".In order to meet the needs of teaching development in application-oriented universities,improve the quality of teaching and stimulate students' interest in learning,we explored the combination teaching methods,such as lecture based Learning(LBL),question based learning(PBL),case based learning(CBL) and team based Learning(TBL) on application in the course of food nutrition and hygiene.This paper compared the applicable conditions,operation points and contents of several teaching methods,analyzed and discussed how to use these methods in a certain chapter in teaching practice.Our aim is to provide reference for the cultivation of application-oriented teaching methods of nutrition talents.
Food nutrition and hygiene is an important professional compulsory course of "Food Nutrition and Hygiene".In order to meet the needs of teaching development in application-oriented universities,improve the quality of teaching and stimulate students' interest in learning,we explored the combination teaching methods,such as lecture based Learning(LBL),question based learning(PBL),case based learning(CBL) and team based Learning(TBL) on application in the course of food nutrition and hygiene.This paper compared the applicable conditions,operation points and contents of several teaching methods,analyzed and discussed how to use these methods in a certain chapter in teaching practice.Our aim is to provide reference for the cultivation of application-oriented teaching methods of nutrition talents.
引文
[1]唐海英.CBL和PBL联合教学在营养与食品卫生学实验教学中的应用及评价[J].中国高等医学教育,2017,(1):111-112.
[2]TBL-PBL-LBL教学模式在应用型本科院校食品毒理学课程中的综合应用[J].轻工科技,2016,(2):136-139.
[3]马隽,王志强.CBL、TBL与TBL整合模式在医学影像教学中的应用[J].实验设计,2014,18(11):1914-1915.
[4]安宁,赵微,等.LBL+CBL+PBL+TBL教学法在神经病学中的综合应用[J].微量元素与健康研究,2016,33(5):76-77.
[5]翟玉荣,刘波,等.LBL、CBL、PBL、TBL教学法在药理学教学中的综合应用[J].卫生职业教育,2015,33(8):51-52.
[6]韩淑芬,秦立强.PBL和CBL相结合教学模式在营养与食品卫生学教学中的探索[J].教育教学论坛,2014,(19):73-74.
[7]王慧,杨昌英,等.LBL-PBL-TBL整合教学法在工科类有机化学课程中的应用[J].广州化工,2017,45(13):193-194,200.
[8]于述伟,王玉孝.LBL、PBL、TBL教学法在医学教学中的综合应用[J].中国高等医学教育,2011,(5):100-102.
[9]刘国杰,李晓娜,马勇.PBL-TBL-CBL教学法在医学基础化学课程中的应用[J].化学教育,2016,37(10):60-62.
[10]张樱,陈昊,鲁炳怀,罗燕萍.PBL和CBL教学法在医学微生物学形态学教学中的应用研究[J].兰州教育学院学报,2017,33(4):83-84.
[11]杨雪莲,林梦瑶,黎巧玲,李玉,黄锁义.医学生对TBL,PBL,LBL教学法的再认识[J].广东化工,2015,42(302):255-256.
[12]PBL与TBL组合式教学模式在环境工程专业课程中的实践[J].实验室研究与探索,2016,35(6):204-207.
[13]郝红英,郝红强.LBL、PBL及TBL教学法在有机化学实验教学中毒的应用探索[J].山东化工,2016,45(20):171-172.
[14]冯玉兰,杨具田,麻秀成,臧荣鑫.LBL、PBL和TBL教学法在基础生物学教学中的综合应用[J].科技文汇,2014,(286):54-56.
[2]TBL-PBL-LBL教学模式在应用型本科院校食品毒理学课程中的综合应用[J].轻工科技,2016,(2):136-139.
[3]马隽,王志强.CBL、TBL与TBL整合模式在医学影像教学中的应用[J].实验设计,2014,18(11):1914-1915.
[4]安宁,赵微,等.LBL+CBL+PBL+TBL教学法在神经病学中的综合应用[J].微量元素与健康研究,2016,33(5):76-77.
[5]翟玉荣,刘波,等.LBL、CBL、PBL、TBL教学法在药理学教学中的综合应用[J].卫生职业教育,2015,33(8):51-52.
[6]韩淑芬,秦立强.PBL和CBL相结合教学模式在营养与食品卫生学教学中的探索[J].教育教学论坛,2014,(19):73-74.
[7]王慧,杨昌英,等.LBL-PBL-TBL整合教学法在工科类有机化学课程中的应用[J].广州化工,2017,45(13):193-194,200.
[8]于述伟,王玉孝.LBL、PBL、TBL教学法在医学教学中的综合应用[J].中国高等医学教育,2011,(5):100-102.
[9]刘国杰,李晓娜,马勇.PBL-TBL-CBL教学法在医学基础化学课程中的应用[J].化学教育,2016,37(10):60-62.
[10]张樱,陈昊,鲁炳怀,罗燕萍.PBL和CBL教学法在医学微生物学形态学教学中的应用研究[J].兰州教育学院学报,2017,33(4):83-84.
[11]杨雪莲,林梦瑶,黎巧玲,李玉,黄锁义.医学生对TBL,PBL,LBL教学法的再认识[J].广东化工,2015,42(302):255-256.
[12]PBL与TBL组合式教学模式在环境工程专业课程中的实践[J].实验室研究与探索,2016,35(6):204-207.
[13]郝红英,郝红强.LBL、PBL及TBL教学法在有机化学实验教学中毒的应用探索[J].山东化工,2016,45(20):171-172.
[14]冯玉兰,杨具田,麻秀成,臧荣鑫.LBL、PBL和TBL教学法在基础生物学教学中的综合应用[J].科技文汇,2014,(286):54-56.