基于OBE-PBL双驱动模式的食品感官评价课程教学改革策略探究

Study on the Teaching Enhancement Strategy of Food Sensory Evaluation Course Based on the OBE-PBL Teaching Model

摘要: 作为衔接食品科学理论体系与产业技术实践的关键枢纽课程，《食品感官评价》的教学质量直接决定了食品专业人才的核心职业竞争力。在新消费时代对感官技术迭代加速、评价维度多元化、行业标准动态演进的新形势下，传统教学模式在产教协同机制、创新能力培育、技术响应时效、动态评价体系等维度呈现出系统性局限。本研究基于成果导向教育(OBE)与问题驱动学习(PBL)的协同机理，构建“双引擎驱动–三阶递进”的教学改革模型，通过“产业需求牵引目标体系重构–真实情境问题库动态迭代–多维能力发展性评估”的三维实施路径，实现了从知识传授模式向“技术认知–方法迁移–创新应用”能力建构模式的根本性转变。该OBE-PBL双驱动教学模式可在感官分析技术应用、标准体系解读及创新方案设计等核心能力培养方面产生显著提升效果，继而为构建可监测、可复制、可推广的应用型人才培养新模式，为食品工程类课程教学改革提供兼具理论深度与实践价值的系统性解决方案。

Abstract: As a key course connecting food science theory with industry practice, the teaching quality of Food Sensory Evaluation directly impacts the professional competencies of food specialists. Facing challenges including rapid technological evolution, diversified evaluation criteria, and dynamic industry standards in the new consumption background, conventional teaching approaches reveal systemic deficiencies in industry-academic integration, innovation cultivation, technological adaptability, and competency-based assessment systems. This study creates a dual-integrated OBE-PBL teaching approach (Outcome-Based Education and Problem-Based Learning), employing a tripartite implementation strategy of “industry-oriented objective system optimization, context-based problem repository updating and multidimensional competency evaluation”. This OBE-PBL teaching model helps to improve students’ essential competencies encompassing sensory analysis application, regulatory standard compliance, and innovative solution formulation, thus developing a practical model with quantifiable, replicable and scalable properties. The results offer both theoretical foundations and operational guidelines of teaching enhancement for food engineering courses.