新形势下高校《食品添加剂》课程思政教学改革研究

目的 为适应新时代中国特色社会主义对思政教育课程高水平发展与高素质人才的培养要求,极有必要以专业知识为载体,以课堂教学为媒介,开展课程思政教学改革研究。方法 在介绍课程思政建设背景的基础上,提出基于“三位一体”培养理念,开展集知识、能力、素质并进的知识–能力–素质（Knowledge-Ability-Quality,KAQ）思政育人培养模式。同时,结合凝练课程思政元素、党史故事融入课程教学,以问题为导向的启发式在线教学设计,丰富课堂授课与教学手段,改革课程考评体系等,并采用问卷调查结合学生访谈的形式改进教学方式。结果 92.0%的调查对象认为《食品添加剂》课程分值比例分配合理,并有96.8%受访者对教学模式表示赞同,可见教学改革已得到选课学生的普遍认可。结论 在《食品添加剂》课程教学过程中融入文化自信、求实创新、诚信与职业道德教育等案例内容,充分发挥课程思政对当代大学生的育人作用,实现专业教育与品德修养共同提高。

Ideological and Political Teaching Reform of Food Additives in Colleges and Universities Under the New Situation

The paper aims to meet the requirements of socialism with Chinese characteristics for the high-level development of ideological and political education curriculum and the cultivation of high-quality talents in the new era, and carry out the research on the reform of ideological and political education curriculum with professional knowledge as the carrier and classroom teaching as the medium. Based on the ideological and political construction background for food additive course, the knowledge-ability-quality (KAQ) ideological and political education training mode integrating knowledge, ability and quality on the "Trinity" training concept were put forward in this paper, so as to solve the problem, such as the differences between the cultivation of talents and social needs for higher education in China, and the quality of talents could not meet the actual needs of industries. Different teaching methods, such as refining the ideological and political elements of course, integrating the party history story into the course teaching, problem-oriented heuristic online teaching design, enriching classroom teaching and teaching means, reforming the course evaluation system, the questionnaire was used to improve the teaching and were also used respectively to achieve the ultimate goal of ideological and political education while improving students'' professional knowledge. The results showed that 92.0% of the respondents believe that the score distribution proportion of food additive is reasonable, and 96.8% of the respondents were agreed with the teaching model. It can be seen that the teaching reform was widely recognized by the students who choose this course. Therefore, the case contents of cultural self-confidence, realistic innovation, integrity and professional ethics education should be integrated into the food additive course. We should make full use of the educational role of ideological and political education on contemporary college students and make the common improvement of professional education and moral cultivation realized.