面对经济社会快速发展对食品专业硕士研究生培养提出的新挑战,农林类院校在专业学位研究生教育综合改革中尝试实践“科技小院”培养模式,为农林科技人才培养提供新的平台。工程教育专业认证背景下,以学生为中心、成果导向和持续改进三...面对经济社会快速发展对食品专业硕士研究生培养提出的新挑战,农林类院校在专业学位研究生教育综合改革中尝试实践“科技小院”培养模式,为农林科技人才培养提供新的平台。工程教育专业认证背景下,以学生为中心、成果导向和持续改进三大基本理念推动着高校教学的持续改革。本文针对《畜产品加工研究进展》课程的专业定位和教学基础,结合科技小院以实践育人,培养学生分析问题、解决问题以及实践创新能力为核心,通过培养目标、教学模式和评价构建一系列教学改革和探索,不断改进教学方法,提升教学质量。In response to the challenges presented by rapid economic and social development, food, agriculture, and forestry colleges have been working to implement the “Science and Technology College” training model in the comprehensive reform of professional degree postgraduate education. This model aims to provide a new platform for the training of agricultural and forestry science and technology talents. Within the framework of engineering education professional certification, the three fundamental concepts of student-centered, outcome-oriented, and continuous improvement drive ongoing teaching reforms in higher education institutions. This article focuses on the professional positioning and foundational principles of the course “Progress in Research on Livestock Products Processing”. It integrates the Science and Technology College’s emphasis on practical education and the cultivation of students’ abilities to analyze problems, solve issues, and engage in innovation. Through the establishment of training objectives, teaching models, and evaluations, a systematic approach is developed to facilitate a series of teaching reforms and explorations. These efforts aim to continuously enhance teaching methods and improve overall teaching quality.展开更多
文摘面对经济社会快速发展对食品专业硕士研究生培养提出的新挑战,农林类院校在专业学位研究生教育综合改革中尝试实践“科技小院”培养模式,为农林科技人才培养提供新的平台。工程教育专业认证背景下,以学生为中心、成果导向和持续改进三大基本理念推动着高校教学的持续改革。本文针对《畜产品加工研究进展》课程的专业定位和教学基础,结合科技小院以实践育人,培养学生分析问题、解决问题以及实践创新能力为核心,通过培养目标、教学模式和评价构建一系列教学改革和探索,不断改进教学方法,提升教学质量。In response to the challenges presented by rapid economic and social development, food, agriculture, and forestry colleges have been working to implement the “Science and Technology College” training model in the comprehensive reform of professional degree postgraduate education. This model aims to provide a new platform for the training of agricultural and forestry science and technology talents. Within the framework of engineering education professional certification, the three fundamental concepts of student-centered, outcome-oriented, and continuous improvement drive ongoing teaching reforms in higher education institutions. This article focuses on the professional positioning and foundational principles of the course “Progress in Research on Livestock Products Processing”. It integrates the Science and Technology College’s emphasis on practical education and the cultivation of students’ abilities to analyze problems, solve issues, and engage in innovation. Through the establishment of training objectives, teaching models, and evaluations, a systematic approach is developed to facilitate a series of teaching reforms and explorations. These efforts aim to continuously enhance teaching methods and improve overall teaching quality.
