蓝蔚青,卢瑛,包海蓉,孙晓红,谢晶.智慧课堂在《食品添加剂》课程教学中的实践探索[J].包装工程,2020,41(23):98-102.
LAN Wei-qing,LU Ying,BAO Hai-rong,SUN Xiao-hong,XIE Jing.Practical Exploration of "Smart Classroom" in the Course of Food Additive[J].Packaging Engineering,2020,41(23):98-102. |
| 智慧课堂在《食品添加剂》课程教学中的实践探索 |
| Practical Exploration of "Smart Classroom" in the Course of Food Additive |
| 投稿时间：2020-10-11 |
| DOI：10.19554/j.cnki.1001-3563.2020.23.014 |
| 中文关键词: 智慧课堂 食品添加剂 课程教学 实践探索 |
| 英文关键词: smart classroom food additive teaching reform practice and exploration |
| 基金项目:上海海洋大学2020年本科教学研究与改革项目(A1-2005-20-300349);上海海洋大学2019年在线建设课程建设项目(A1-2005-20-300159);上海海洋大学食品科学与工程一流本科专业建设项目(A1-3201-20-100204);上海海洋大学教学改革与研究项目(A1-2005-20-300349);第三届上海高等学校教学团队建设项目阶段性成果 |
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| 中文摘要: |
| 目的 探索“智慧课堂”教学模式对高校专业课程教学改革与人才培养的影响。方法 以《食品添加剂》课程教学为例，分析了传统课程教学的现状与存在问题，探讨了将智慧树运营服务平台应用于课程教学的方法，提出“智慧课堂”教学的优势所在和总体思路，并对其解决方法予以阐述，还通过调查问卷对教学改革结果予以反馈。结果 61.9%的调查对象认为通过“智慧课堂”教学方式能获得问题分析能力的提升;58.73%的调查对象认为能获得总结凝练与自主学习能力的提升;52.38%的调查对象更乐意采用线上线下混合式教学;57.14%的调查对象觉得《食品添加剂》课程分值分配比例很合理，并有61.9%受访者表示非常乐意接受该教学模式。结论 实践证明，“智慧课堂”教学模式能提高学生对课程学习的兴趣和主动性，达到理论学习与人才培养的双重目标，值得应用推广。 |
| 英文摘要: |
| The work aims to explore the influence of "smart classroom" teaching mode on teaching reform and talent cultivation of professional courses in Colleges and Universities. Taking the course of “Food Additives” as an example, the current situation and existing problems of traditional course teaching were analyzed. The methods of applying the Zhihuishu operation service platform to the course teaching were discussed. The advantages and overall ideas of the "smart classroom" teaching were put forward. Its solutions were expounded, And the reform results were also fed back through questionnaire. The results showed that 61.9% of the respondents thought that the problem analysis ability can be improved through this teaching method, 58.73% thought it can improve the ability of summary and self-learning; 52.38% were more willing to adopt the online and offline teaching, 57.14% thought the distribution of course score was reasonable, and 61.9% of the respondents accepted the teaching mode very much. Practice proves that the "smart classroom" teaching mode can improve students' interest and initiative in curriculum learning, achieve the dual goals of theoretical learning and talent training, which is worthy of application and promotion. |
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