《营养与食品卫生学》课程思政教学案例设计——以“食品添加剂”章节为例

Ideological and Political Teaching Case Design for the Course “Nutrition and Food Hygiene”—Taking the Chapter of “Food Additives” as an Example

摘要: 在“大思政”育人格局下，如何将价值引领有机融入专业课程教学，是当前医学与食品类专业教育面临的重要课题。本文以《营养与食品卫生学》中“食品添加剂”章节为例，针对预防医学专业学生的认知特点与学习需求，围绕科学精神培养、职业道德渗透、家国情怀浸润三条主线，设计了一套以“海克斯科技”风波为切入点的四阶递进式案例链教学方案。通过认知破冰、科学解码、价值重塑、总结升华的教学流程，引导学生在掌握添加剂定义、作用机理、安全性评价体系等专业知识的同时，建立“剂量决定毒性”的科学思维，区分合法使用与非法添加的界限，理性看待“零添加”与“双标”争议，最终实现知识传授、能力培养与价值引领的有机统一。该案例链设计能够有效激发预防医学专业学生的学习兴趣，深化其对职业素养与社会责任的理解，为同类课程的思政教学改革提供参考。

Abstract: Under the framework of the “comprehensive ideological and political education” system, how to effectively integrate value guidance into professional course teaching has become a key issue for the education of medical and food-related majors. Taking the chapter “Food Additives” in “Nutrition and Food Hygiene” as an example, this paper combines the cognitive characteristics and learning needs of students majoring in preventive medicine. Centering on three main lines: fostering scientific spirit, infiltrating professional ethics and cultivating patriotism, it designs a four-stage progressive case-based teaching scheme starting from the public controversy over “hex technology”. Following the teaching process of cognitive breakthrough, scientific interpretation, value reconstruction and summary & sublimation, the scheme guides students to master professional knowledge, including the definition, mechanism of action and safety evaluation system of food additives. Meanwhile, it helps students establish the scientific thinking that “the dose makes the poison”, distinguish between legal use and illegal addition, and view rationally the disputes over “zero-additive” products and “double standards”. Ultimately, the organic integration of knowledge imparting, competency cultivation and value guidance is realized. This series of case designs can effectively arouse the learning interest of preventive medicine students, deepen their understanding of professional ethics and social responsibility, and provide references for the ideological and political teaching reform of similar courses.