在班墨工匠精神引领下的地方应用型本科高校食品微生物学课堂教学改革与实践

Teaching reform and practice of Food Microbiology in a local application-oriented university under the guidance of the craftsmanship spirit of Lu Ban and Mozi

摘要:

食品微生物学是食品科学与工程、食品质量与安全、酿酒工程等食品科学类专业的学科基础课程，在人才培养体系中具有核心地位。在“课程思政”育人理念和“新工科”建设背景下，教学团队聚焦传统课堂教学中存在的“培养重心失衡、育人初心偏行、教学中心失位”等问题，积极探索教学改革路径，构建了以成果导向教育理念为指导的“一一三四”课堂教学改革新模式。“一个目标”：着力培养“理论知识扎实、实践能力卓越、综合素质过硬”的高素质食品人才；“一个引领”：将班墨工匠精神融入课程全过程，强化价值塑造与职业素养培育；“三大手段”：通过“翻转课堂精准诊断学情、团队协作提升综合能力、任务驱动实验增强挑战度”，并有机融合课程思政元素，实现学生知识、能力和素质的全面提升；“四维评价”：构建涵盖“知识、实践、工程、素质”维度的评价体系，采用定量与定性相结合的评价方法，科学评估学习成效与发展潜力。实践表明，该模式显著提升了学生的知识应用能力、工程实践能力、创新意识以及工匠精神，为食品科学类专业课程的教学改革提供了可复制、可推广的新范式。

Abstract:

Food Microbiology is a fundamental course for food science and engineering, food quality and safety, brewing engineering and other food science-related majors, holding a core position in the talent cultivation system. Under the educational concept of ideological and political education in courses and the development of emerging engineering education, our teaching team has focused on the problems, such as ignorance of quality goals and ability goals, poor implementation of all-round, all-process and all-staff education, and insufficient attention to the student-centered teaching, existing in conventional classroom teaching. We actively explored the path of teaching reform and constructed a new model of classroom teaching reform of “one-one-three-four” guided by the concept of outcome-based education. Specifically, “one course objective” focuses on cultivating high-quality food talents with solid theoretical knowledge, excellent practical ability, and outstanding comprehensive quality. “One spiritual guidance” integrates the craftsmanship spirit of Lu Ban and Mozi into the entire teaching process to foster students’ values and professional literacy. “Three reform strategies” refer to flipped classrooms for precise diagnosis of students’ knowledge mastery, team collaboration for enhancing comprehensive capabilities, and task-driven experiments for increasing learning challenges, which are coupled with the integration of ideological and political elements into teaching to promote the all-round development of students’ knowledge, abilities, and literacy. “Four dimensions of teaching evaluation” encompass knowledge, practice, engineering competence, and comprehensive quality, and a combined method of quantitative and qualitative assessment is adopted to scientifically evaluate students’ learning effectiveness and development potential. Practice has demonstrated that this model remarkably enhances students’ capabilities in knowledge application, engineering practice, innovation awareness, and craftsmanship spirit, thereby providing a replicable and scalable new paradigm for the teaching reform of food science-related courses.