Abstract:The “golden course” in vocational education is a high-quality curriculum standard focused on cultivating composite, high-quality technical and skilled talents. Its core characteristics lie in the advanced nature of teaching contents, the innovativeness of teaching methods, and the challenging nature of the learning process. This paper concentrates on the development of the “golden course” of Food Microbiological Testing in higher vocational education. The Smart Learning platform was leveraged to systematically explore the implementation path of blended teaching. A survey of enterprises was conducted to clarify the skill requirements of the relevant post, and the project-based teaching contents oriented to post skills were reconstructed. Diverse teaching methods were innovatively adopted, such as virtual simulation + practical training and case-based learning + group collaboration. A three-dimensional evaluation system featuring diversified evaluation subjects, comprehensive evaluation contents, and dynamic evaluation process was established. Teaching practice demonstrates that this model effectively aligns with the competency-development orientation of the “golden course” significantly enhances students’ learning initiative, practical skills, and job adaptability, leading to markedly improved student satisfaction and industry recognition. These findings provide an implementable framework for developing “golden courses” in food-related majors at higher vocational colleges, offering significant reference value for deepening blended teaching reforms in vocational education and strengthening the cultivation of high-quality technical and skilled talents.
