“BOPPPS+PBL”教学模式初探——以《食品质量安全快速检测技术》为例
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摘要
"BOPPPS+PBL"是一种混合式教学模式,聚焦食品质量与安全本科专业课程《食品质量安全快速检测技术》课堂教学,坚持课堂以"学生为本",坚持技能以"创新为本",依据精选的课程内容,通过整合"BOPPPS"与"PBL"两种教学模式,把握教学动态,提升学生的求知欲,推进教学从"课堂内"向"课堂内外结合",强化学生学习的主动性,达到将专业教育与应用型人才培养有机结合的目的,实现教学效果最大化。
BOPPPS+PBL was a hybrid teaching model, which was good at food quality and safety, and promoting to the innovation of traditional classroom teaching. Focus the "Food Safety Rapid Detection Technology" on connecting BOPPPS with PBL model by four parts on food quality and safety. According to selected course content by Insisting on "student-oriented" and sticking to "innovation", which was promoted students to thirst for knowledge. It was urged the students to learn from "inside the classroom" to "classroom inside and outside union". It promoted the reform teaching mode by BOPPPS+PBL model for the practical example. As results, it combined the professional education with application in maximize teaching effect.
BOPPPS+PBL was a hybrid teaching model, which was good at food quality and safety, and promoting to the innovation of traditional classroom teaching. Focus the "Food Safety Rapid Detection Technology" on connecting BOPPPS with PBL model by four parts on food quality and safety. According to selected course content by Insisting on "student-oriented" and sticking to "innovation", which was promoted students to thirst for knowledge. It was urged the students to learn from "inside the classroom" to "classroom inside and outside union". It promoted the reform teaching mode by BOPPPS+PBL model for the practical example. As results, it combined the professional education with application in maximize teaching effect.
引文
[1]吴硕,刘志广,宿艳,等.分析化学“翻转课堂”的尝试与探讨[J].中国大学教学, 2015(1):53-56.
[2]王咏梅,刘博.食品安全监督管理中快速检测技术的应用探析[J].河南科技, 2014(3):243.
[3]廖梓珺,林初晓,张维玉. BOPPPS模型指导下元素化学合作学习组织形式探索[J].当代教育理论与实践, 2016, 8(4):69-71.
[4]苏娟,郭锋,白玉,等. BOPPPS模式在金属学热处理课程中的应用[J].中国现代教育装备, 2016(5):92-93.
[5]廖梓臖,林初晓,张维玉. BOPPPS模型指导下元素化学合作学习组织形式探索[J].当代教育理论与实践, 2016, 8(4):69-71.
[6]曹丹平,印兴耀.加拿大BOPPPS教学模式及其对高等教育改革的启示[J].实验室研究与探索, 2016, 35(2):196-200, 249.
[7]王睿.基于PBL模式下的无机化学实验课程教学研究[J].实验技术与管理, 2016, 33(7):220-223.
[8]杨旗,胡辉,郑莹,等. 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.
[9]姬华,卢士玲,张建,等.对《食品安全快速检测技术》课程教学改革的探索[J].考试周刊, 2013(52):9-10.
[10]姚闽娜,杨旭,孙远明,等.食品中重要有害物残留快速检测技术的研究进展[J].热带生物学报, 2016, 7(3):395-401.
[11]翟培,韩晋辉.高职餐饮食品安全专业《食品安全快速检测技术》课程体系的构建[J].食品安全质量检测学报,2015, 6(2):723-727.
[12]李晓阳.食品安全快速检测技术的研究与探讨[J].食品研究与开发, 2014(18):119-121.
[13]王颖,徐炳政,姚笛,等.食品安全快速检测技术课程教学改革探索[J].现代农业科技, 2012(23):343-344.
[14]段丽丽,句荣辉.“食品安全快速检测”课程教学改革的探索与实践[J].北京农业职业学院学报, 2015, 29(6):94-99.
[15]谢微,汤泉,陈秋娟,等.基于问题学习方式的仪器分析实验教学改革[J].实验室研究与探索, 2017, 36(4):205-208.
[2]王咏梅,刘博.食品安全监督管理中快速检测技术的应用探析[J].河南科技, 2014(3):243.
[3]廖梓珺,林初晓,张维玉. BOPPPS模型指导下元素化学合作学习组织形式探索[J].当代教育理论与实践, 2016, 8(4):69-71.
[4]苏娟,郭锋,白玉,等. BOPPPS模式在金属学热处理课程中的应用[J].中国现代教育装备, 2016(5):92-93.
[5]廖梓臖,林初晓,张维玉. BOPPPS模型指导下元素化学合作学习组织形式探索[J].当代教育理论与实践, 2016, 8(4):69-71.
[6]曹丹平,印兴耀.加拿大BOPPPS教学模式及其对高等教育改革的启示[J].实验室研究与探索, 2016, 35(2):196-200, 249.
[7]王睿.基于PBL模式下的无机化学实验课程教学研究[J].实验技术与管理, 2016, 33(7):220-223.
[8]杨旗,胡辉,郑莹,等. 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.
[9]姬华,卢士玲,张建,等.对《食品安全快速检测技术》课程教学改革的探索[J].考试周刊, 2013(52):9-10.
[10]姚闽娜,杨旭,孙远明,等.食品中重要有害物残留快速检测技术的研究进展[J].热带生物学报, 2016, 7(3):395-401.
[11]翟培,韩晋辉.高职餐饮食品安全专业《食品安全快速检测技术》课程体系的构建[J].食品安全质量检测学报,2015, 6(2):723-727.
[12]李晓阳.食品安全快速检测技术的研究与探讨[J].食品研究与开发, 2014(18):119-121.
[13]王颖,徐炳政,姚笛,等.食品安全快速检测技术课程教学改革探索[J].现代农业科技, 2012(23):343-344.
[14]段丽丽,句荣辉.“食品安全快速检测”课程教学改革的探索与实践[J].北京农业职业学院学报, 2015, 29(6):94-99.
[15]谢微,汤泉,陈秋娟,等.基于问题学习方式的仪器分析实验教学改革[J].实验室研究与探索, 2017, 36(4):205-208.