课程思政融入乳品工艺学教学的改革与实践研究——基于准实验设计的教学效果模拟分析

Reform and Practice of Integrating Curriculum Ideology and Politics into Dairy Processing Technology Teaching—A Simulation Analysis of Teaching Effectiveness Based on Quasi-Experimental Design

摘要: 为深入贯彻高校课程思政建设要求，本研究以国家级一流本科课程“乳品科学与技术”为载体，探索将思政元素系统融入专业课程教学的改革路径与实施效果。本研究采用蒙特卡洛模拟方法生成教学实验虚拟数据，以验证所设计的教改方案的统计分析框架。虚拟数据的参数设置参考了国内同类教改研究的效应量范围(Cohen’s d = 0.35~0.55)。研究采用准实验前后测非等组对照设计，模拟180名本科生(实验组90人、对照组90人)的问卷数据。通过自编“乳品工艺学课程思政教学效果评价问卷”(27题，5维度，Likert 5点量表)，从思政认知(Ideological Cognition, IC)、专业知识掌握(Professional Knowledge, PK)、学习兴趣与动机(Learning Interest, LI)、职业素养(Professional Ethics, PE)和课程满意度(Satisfaction, SA)五个维度评估教改效果。问卷信度良好(各维度Cronbach’s alpha = 0.887~0.911，总量表alpha = 0.781)；探索性因子分析采用主轴因子法(PAF)和Varimax旋转，KMO = 0.828，5因子累计方差解释率为63.4%。对连续变量进行Shapiro-Wilk正态性检验和Levene方差齐性检验，满足正态性假设时采用独立样本t检验或配对t检验，不满足时采用Mann-Whitney U检验或Wilcoxon符号秩检验。模拟分析结果表明，实验组在所有五个维度的后测得分均显著高于对照组(IC: Cohen’s d = 0.316, p = 0.036; PK: d = 0.450, p = 0.002; LI: d = 0.421, p = 0.005; PE: d = 0.530, p = 0.001; SA: d = 0.472, p = 0.002)，效应量为小到中效应。重复测量方差分析显示所有维度的组别与时间交互效应均显著(偏eta平方 = 0.067~0.481，均p < 0.001)。本文呈现的统计结果基于模拟数据，旨在为后续实际教学实验提供方法学参考和预期效果估计。

Abstract: To thoroughly implement the requirements for curriculum ideology and politics construction in higher education, this study takes the national first-class undergraduate course “Dairy Science and Technology” as a carrier to explore the reform pathway and implementation effectiveness of systematically integrating ideological and political elements into professional course teaching. This research employs the Monte Carlo simulation method to generate virtual data for a teaching experiment, aiming to validate the statistical analysis framework of the proposed teaching reform scheme. The parameters for the virtual data were set with reference to the effect size ranges reported in domestic similar teaching reform studies (Cohen’s d = 0.35~0.55). A quasi-experimental nonequivalent control group design with pre-test and post-test was adopted, simulating questionnaire data from 180 undergraduates (90 in the experimental group and 90 in the control group). A self-developed “Evaluation Questionnaire on the Teaching Effectiveness of Curriculum Ideology and Politics in Dairy Processing Technology” (27 items, 5 dimensions, Likert 5-point scale) was used to assess the reform effects across five dimensions: Ideological Cognition (IC), Professional Knowledge Mastery (PK), Learning Interest and Motivation (LI), Professional Ethics (PE), and Course Satisfaction (SA). The questionnaire demonstrated good reliability (Cronbach’s α for each dimension ranged from 0.887 to 0.911, and α for the total scale was 0.781). Exploratory Factor Analysis (EFA) using Principal Axis Factoring (PAF) with Varimax rotation yielded a KMO value of 0.828, and the five factors explained 63.4% of the cumulative variance. Shapiro-Wilk tests for normality and Levene’s tests for homogeneity of variances were conducted on continuous variables. Independent samples t-tests or paired t-tests were applied when normality assumptions were met, while Mann-Whitney U-tests or Wilcoxon signed-rank tests were used otherwise. Simulation results indicated that the post-test scores of the experimental group were significantly higher than those of the control group across all five dimensions (IC: Cohen’s d = 0.316, p = 0.036; PK: d = 0.450, p = 0.002; LI: d = 0.421, p = 0.005; PE: d = 0.530, p = 0.001; SA: d = 0.472, p = 0.002), representing small to medium effect sizes. Repeated-measures ANOVA revealed significant interaction effects between group and time for all dimensions (partial η² = 0.067~0.481, all p < 0.001). The statistical results presented in this paper are based on simulated data, intended to provide methodological reference and estimate expected outcomes for subsequent actual teaching experiments.