基于科技创新竞赛导向的国家级一流课程乳品工艺学教学改革探索与实践

Teaching Reform Exploration and Practice of Dairy Processing Technology, a National First-Class Undergraduate Course, Oriented by Scientific and Technological Innovation Competitions

摘要: 为提升国家级一流课程乳品工艺学的教学质量和学生科技创新能力，文章提出并实施了以科技创新竞赛(互联网+大赛、挑战杯竞赛)为导向的课程教学改革方案。改革核心包括：构建“课程学习–项目实训–竞赛实战”三阶递进教学模式，重构课程内容体系使之与创新竞赛需求有机衔接，建立“课程教师 + 竞赛导师”双导师制度，以及改革考核评价方式。采用准实验设计，以实验组(教改班，n = 80)和对照组(传统教学班，n = 80)共160名学生为研究对象，从学业成绩、课程满意度、创新能力自评及竞赛参与情况四个维度评估改革效果。结果表明：实验组总评成绩显著高于对照组(81.14分vs 75.72分，P < 0.001，Cohen’s d = 1.03)；课程满意度各维度均显著提升，教学方法满意度提升最为明显(Cohen’s d = 1.10)；创新能力综合得分实验组显著优于对照组(3.95分vs 3.35分，P < 0.001)；实验组竞赛参与率(63.7%)显著高于对照组(31.2%, P < 0.001)。研究表明，将科技创新竞赛融入乳品工艺学课程教学，能有效提升学生的学业水平、创新实践能力和竞赛参与积极性，为食品科学类专业课程的教学改革提供了有益参考。

Abstract: To enhance the teaching quality of Dairy Processing Technology, a National First-Class Undergraduate Course-and to cultivate students’ scientific and technological innovation capabilities, this study proposed and implemented a curriculum reform scheme guided by scientific and technological innovation competitions (e.g., the “Internet Plus” Innovation and Entrepreneurship Competition and the “Challenge Cup” Competition). The core of the reform included: establishing a three-stage progressive teaching model of “Course Learning-Project Training-Competition Practice”; reconstructing the curriculum content system to align organically with the demands of innovation competitions; instituting a dual-mentor system comprising “Course Instructors + Competition Supervisors”; and reforming the assessment and evaluation methods. Using a quasi-experimental design, 160 students were selected as subjects, divided into an experimental group (reform class, n = 80) and a control group (traditional teaching class, n = 80). The effectiveness of the reform was evaluated across four dimensions: academic performance, course satisfaction, self-assessed innovation ability, and participation in competitions. The results indicated that the overall academic score of the experimental group was significantly higher than that of the control group (81.14 vs. 75.72, P < 0.001, Cohen’s d = 1.03). Satisfaction across all dimensions improved significantly, with teaching methodology showing the most notable increase (Cohen’s d = 1.10). The comprehensive innovation ability score of the experimental group was significantly superior to that of the control group (3.95 vs. 3.35, P < 0.001). Furthermore, the competition participation rate in the experimental group (63.7%) was significantly higher than that in the control group (31.2%, P < 0.001). The study demonstrates that integrating scientific and technological innovation competitions into the teaching of Dairy Processing Technology effectively enhances students’ academic proficiency, innovative practical abilities, and enthusiasm for competition participation, providing valuable insights for the teaching reform of specialized courses in food science and engineering.