基于“专创融合”理念的食品创新与创业实践课程教学改革探索与实践

Exploration and Practice of Teaching Reform in the “Food Innovation and Entrepreneurship Practice” Course Based on the Concept of “Specialized-Innovative Integration”

摘要: 为适应新时代对食品行业创新创业人才的迫切需求，研究以“食品创新与创业实践”课程为载体，围绕“专创融合”核心理念，从课程体系重构、教学模式创新、考核机制改革和课程思政融入四个维度实施了系统性教学改革。课程采用“理论认知–实践探索–反思升华”三阶段递进式教学设计，构建了涵盖战略视野、机会洞察、逻辑构建、价值创造、风险管控到商业计划落地的12周完整教学链条，并引入线上线下混合式教学和多元化考核评价体系。以120名食品科学相关专业本科生为研究对象，采用单组前后测准实验设计，通过自编量表评估教改效果。结果显示：经过课程学习后，学生在创新创业知识(d = 0.76)、创新创业能力(d = 0.906)和创新创业态度(d = 0.615)三个维度均有显著提升(经Benjamini-Hochberg FDR校正后p < 0.001)，效应量均达到中等以上水平。课程满意度各项得分均在3.6分以上(5分制)，其中教学方法满意度最高(4.13分)。研究表明，基于专创融合理念的系统化教学改革能够有效提升食品专业学生的创新创业素养，为高校专创融合课程建设提供了可借鉴的实践范式。研究旨在为食品类专业乃至工科专业的专创融合课程建设提供理论参考和实践借鉴。

Abstract: To meet the urgent demand for innovative and entrepreneurial talents in the food industry in the new era, this study takes the “Food Innovation and Entrepreneurship Practice” course as a platform and centers on the core concept of “specialized-innovative integration.” Systematic teaching reforms have been implemented across four dimensions: curriculum restructuring, teaching mode innovation, assessment mechanism reform, and integration of ideological and political education. The course adopts a three-phase progressive instructional design—“theoretical cognition, practical exploration, and reflective”—and constructs a complete 12-week teaching framework covering strategic vision, opportunity insight, logic construction, value creation, risk management, and business plan implementation. Blended online and offline teaching methods, along with a diversified assessment and evaluation system, have been introduced. A one-group pretest-posttest quasi-experimental design was employed with 120 food science-related majors as participants. Self-developed scales were used to evaluate the effectiveness of the teaching reforms. The results show that after completing the course, students demonstrated significant improvements in three dimensions: innovative and entrepreneurial knowledge (d = 0.76), innovative and entrepreneurial ability (d = 0.906), and innovative and entrepreneurial attitude (d = 0.615) (all p < 0.001 after Benjamini-Hochberg FDR correction), with effect sizes reaching moderate to high levels. All items of course satisfaction scored above 3.6 (on a 5-point scale), with the highest satisfaction observed in teaching methods (4.13 points). The study indicates that systematic teaching reform based on the concept of specialized-innovative integration can effectively enhance the innovative and entrepreneurial competencies of food science students, providing a practical paradigm for the development of specialized-innovative integration courses in higher education. This study aims to provide theoretical references and practical insights for the development of specialized innovation-integrated curricula in food science and engineering disciplines.