Food science papers 1
Food science research
Abstract: The ecological view of dialectics of nature insists that man and nature live in harmony and develop together. At the same time, it is also turning to people-oriented philosophical research. In the final analysis, it is people-oriented technology. Food science is a natural science that aims at satisfying people's physiological needs and gives consideration to people's psychological needs. It fully embodies the humanistic spirit of serving, caring and respecting people, so it fully embodies the dialectical concept of ecological development.
Keywords: food science; Dialectics of nature; Humanism; ecological view of nature
The country is people-oriented, and the people take food as the sky. The survival of human beings can not be separated from food, which is the basis of the material connection between human beings and the environment and is an important material for human life-sustaining activities. Food science is a natural science that aims at satisfying people's physiological needs and gives consideration to people's psychological needs. It fully embodies the humanistic spirit of serving, caring and respecting people. The view of ecological nature based on dialectics of nature insists on the coordinated and sustainable development of human, nature and environment, and emphasizes the long-term and overall interests of human beings, which is essentially a people-oriented view of ecological nature. And food science embodies the requirements and ideas of the ecological view of natural differentiation.
1 Food production should follow the concept of ecological nature.
In the dialectical materialist view of ecological nature, man should live in harmony with nature, be a member of the ecological system and an important link in the natural food chain. When we produce food to meet the needs of human survival and development, we must respect nature and evolve with it. The progress of agricultural technology has greatly promoted the development of agricultural production, but it has also brought pollution to the ecological environment on which we depend. Various pollutants accumulated in vegetables and grain pose a serious threat to human health. In the past, seemingly unreachable problems such as pesticide residues in food and excessive heavy metal index have now been realistically placed in front of everyone's table. For agricultural products and food, source pollution is the direct cause of food pollution in the production process. There are four kinds of pollutants that pollute agricultural products in water, soil and gas environment, namely, heavy metals, organic pollutants, biological pollution and pollutants caused by ordinary nutrition. These four substances may be enriched in agricultural products through the food chain, thus causing food pollution and affecting human health. Therefore, in the process of food production, we should follow the concept of ecological nature and pay attention to protecting the ecological environment. Contaminants in food come from environmental pollution. To control pollutants in food, we must start with environmental control.
2 Food science serves people
The goal of food science is to meet people's first physiological needs, including the development, production and processing of food, all taking people's basic needs as the starting point and goal, and its development direction changes with the changes of people's views and needs, which fully embodies the spirit of food serving people.
With the development of today's society, human beings have a more comprehensive and in-depth understanding of food. Today's? Food? Not only to solve the problem of hunger, but also to pay attention to diet from the perspective of health, hygiene, nutrition and science. In China, from the blind pursuit of high-fat and high-protein foods in 1980s to the emphasis on hygienic, safe and balanced foods in 2 1 century, the research direction of food science has gradually shifted from a single high-fat and high-protein food to a variety of low-calorie foods, green natural foods, health foods and functional foods. It not only shows that the development of food tends to be diversified in order to serve human beings, but also shows that it cares about the health of different people.
Food safety is the basis of ensuring human survival.
? Food is the most important thing for the people, and safety comes first? . Food safety is the foundation of human existence. Food safety provides an essential life support system and the most basic material resources for human production and life, and it is a major issue related to people's health and the national economy and people's livelihood. After China has basically solved the problem of food and clothing, that is, food quality and safety have attracted more and more attention from the whole society. In recent years, in all previous countries? Two sessions? In fact, food safety has almost become a hot spot, and people's reaction is also very strong. In the research and production of food, food safety is the primary core content, which fully embodies the humanistic spirit of the ecological development view in the dialectics of nature. At present, the use of food additives and food safety inspection and quarantine focus on ensuring food safety, so that consumers' life safety and health can be better guaranteed. The fundamental goal of food safety is to take people's life safety and health as the fundamental foothold, fundamentally safeguard people's interests, truly put people first, and safeguard people's dominant position in the ecosystem.
The pursuit of food nutrition focuses on human development.
If food safety is the guarantee of human survival, then the pursuit of food nutrition is to pay attention to human development. Food nutrition is a scientific research problem that researchers and producers need to consider further under the condition of ensuring food safety. Scientific nutrition index is one of the main goals pursued by food science. First of all, many foods are produced to meet the basic nutritional needs of the human body, ensure the individual nutritional balance and improve the health level of the whole society. Secondly, it caters to the nutritional concept of consumers, making such food more popular and more marketable. In order to meet the nutritional needs of different people, food science has also developed some foods suitable for different people. Various functional foods and health foods are designed to meet the nutritional needs of different groups of people. For example: calcium-zinc milk powder designed for children, iron-supplemented milk powder designed for women and so on. China's upcoming "Food Nutrition Labeling Management Measures" is to ensure that consumers have the right to know about the nutritional characteristics of food, so that everyone can choose healthy food more scientifically by virtue of the nutritional labels on food packaging, so that consumers can eat clearly and safely. Scientific nutrition is to improve the health level of the broad masses of people, make the absorption of human nutrition more reasonable, make people's health more cared for, really care about people's development, and highlight the theme of sustainable development.
The development of food science should consider people's psychological needs.
Food should develop in the direction of satisfying people's psychological needs while satisfying people's physiological needs. In today's food research, besides the safety and nutrition of food, it is more about how food is recognized and accepted by people, and how to cater to consumers' aesthetic psychology through sensory functions such as color, shape, taste and taste of food, which is another important topic in food science research.
The development, processing and production of food should be based on the humanistic spirit of serving, caring and respecting people. The first is to meet people's first physiological needs, taking people's safety and health as the most basic starting point, and at the same time taking into account the needs of various consumer groups and the psychological needs of the public. The value of food science lies in that it can meet people's needs, and talking about food without people's needs seems empty and directionless. Without the guidance of human needs, the development of food science has lost its way. Therefore, the development of food science embodies the humanistic spirit of serving, caring and respecting people, and only in this way can we better serve mankind.
The ecological view of dialectics of nature requires people to live in harmony with nature, which is not only to better safeguard human interests, but also a people-oriented view of nature. The production of food is to ensure the existence of human beings as regulators of the ecosystem, thus showing their humanistic spirit of serving people and embodying the essential requirements and dialectical thoughts of the ecological view of nature.
References:
Shi Xianming. Food safety and hygiene [M]. Beijing: China Agricultural Publishing House, 20 12.
[2] Jingling Liu. Food safety and ecological risk [M]. Beijing: Chemical Industry Press, 2008.
[3] Zhang Wenxue and Yang Ligang. Definition of environmental responsibility for food safety [J]. Ecological Economy, 2009, (6): 2-4.
Food science papers ii
food science and engineering
Taking the course of food nutrition as an example, this paper analyzes the necessity of case teaching of food science and engineering, and puts forward the basic requirements of case teaching of food science and engineering from the aspects of teaching design, teaching mode and case base construction. Through the analysis of teaching examples, this paper discusses the characteristics and design of thematic case teaching, and summarizes the principles that should be followed in the implementation of case teaching in food science and engineering courses.
Keywords: food nutrition; Specialized courses; Case teaching
China Library Classification Number: G7 1 Document Identification Number: A
? Case teaching method? Case teaching method (CTM) is a teaching method to guide students to discuss specific difficult problems hidden in cases through specific typical situations or stories, so as to cultivate students' innovative thinking and innovative personality in understanding and solving problems and improve their ability to solve practical problems. It has the advantages of integrating teaching, discussion and analysis. Under the situation that colleges and universities vigorously promote teaching reform and establish new educational concepts, case teaching method has been paid more and more attention because of its new characteristics of emphasizing practice, innovation, cooperation, dialogue and communication to adapt to the way of knowledge growth.
First, the necessity of introducing case teaching method into the course of food science and engineering
The specialty of food science and engineering integrates production technology management, quality control, product development, scientific research and engineering design, which is highly theoretical and practical. The main task of its professional courses is to enable students to master the necessary professional basic theories, professional knowledge and professional skills, understand the frontier science and technology and development trend of this major, and cultivate the ability to analyze and solve professional problems. The teaching content not only has a strong dependence on the professional knowledge system, but also has professional pertinence, adaptability and application. In order to avoid the disconnection between teaching content and theoretical knowledge, practical problems and academic frontiers, the case teaching method is reasonably introduced into the teaching of food specialty courses, which promotes the combination of theory and practice. In the process of interpreting, analyzing and discussing typical cases with teachers and students, students' understanding and mastery of basic knowledge are effectively strengthened, their logical thinking and innovative ability are cultivated, their ability to analyze and solve problems is gradually improved, their cognition, recognition and acceptance of food specialty and post are improved, and the teaching effect of the course is significantly enhanced.
Second, the food science and engineering courses to implement the basic requirements of case teaching
(A) for the nature of professional courses, reasonable planning of case teaching.
The courses of food science and engineering are both theoretical and applied. Only by grasping the relationship between case teaching and system theory knowledge teaching can students better understand and comprehensively grasp the case problems and make correct analysis or decision. They can't abandon the traditional teaching methods just for the implementation of case teaching, but always integrate case teaching into the curriculum around the syllabus and teaching objectives, including teaching implementation methods, time allocation, teaching strategies and so on.
(2) Reflect the characteristics of comprehensive learning and realize knowledge reconstruction.
Case teaching has the characteristics of double subject, that is, teachers and students fully participate. In the teaching process, students analyze and discuss cases, investigate and study related topics, teachers actively participate in design guidance, expand the depth and breadth of discussion as much as possible, and finally teachers sum up their experiences? Theory-practice-theory? In this process, students' individual knowledge, experience and practical problems are combined and collided with each other, and the knowledge system is integrated and reconstructed.
(3) Pay attention to the selection of cases and constantly optimize teaching cases.
Case is the most fundamental condition for the smooth implementation of case teaching. To promote the case teaching of food specialty courses, we must improve the level of case making and build a rich, cutting-edge and typical case library of food specialty. First of all, the case selection should fully consider the case teaching objectives. To solve problems at different levels, we need to choose corresponding cases with relevant characteristics. Secondly, choose cases that describe the background information as detailed as possible. Finally, it is necessary to integrate into the frontier issues of discipline and professional development in time.
Three, food science and engineering course case teaching practice and analysis
Take "food nutrition" as an example. What is the course? Basic principles of nutrition-food nutrition-improving food nutrition? As the main line, among them,? Basic principles of nutrition? With what? Food nutrition? For the basic theory of curriculum, this paper comprehensively and systematically expounds the basic knowledge of physiology, basic nutrition, nutritional value of food and so on. Improve food nutrition? As the practical application part of the course, according to the characteristics of food science and engineering, the nutrition of different people, food fortification, nutrition and health, community nutrition, nutrition and agriculture were introduced.
Selection and introduction of case materials
Case is the material and medium to realize case teaching, so the primary task of case teaching is the selection and presentation of case materials. In the course of food nutrition, the selection of cases should first consider whether it meets the teaching objectives, including the main contents, viewpoints and teaching time of the selected cases. Secondly, we should consider the typicality and reality of the case. By dissecting cases, we can effectively achieve the teaching purpose from example to class, from surface to inside, from point to surface. For example, when teaching protein, taking Fuyang inferior milk powder incident, melamine tainted milk powder incident and "Detection Methods of Melamine in Raw Milk and Dairy Products" promulgated and implemented in 2008 as case materials, combined with protein's physiological function, protein's nutritional value evaluation and other knowledge points, it inspires students to analyze and discuss, guides students to think deeply about the advantages and disadvantages of protein detection methods in raw milk and dairy products in actual production, and realizes the organic combination of theoretical knowledge, practical problems and subject development trends. Finally, the hot issues and teaching resources in the field of food science research are introduced. Incorporate news events in the fields of food nutrition, food safety and food processing at home and abroad into the teaching case base to broaden students' knowledge horizons. Cases are presented in a variety of ways, including words, pictures, videos, interviews, etc. Teachers choose according to teaching objectives, teaching contents and case contents, with the purpose of guiding students into the state, making students pay attention to cases and stimulating students' interest and attention.
(B) grasp the operation of case teaching.
Professional basic courses usually contain rich concepts, principles and basic contents. Compared with traditional teaching methods, case teaching method has no obvious advantages in the systematization and coherence of knowledge, and it is not suitable to run through the whole teaching process. If we do not deeply analyze the connotation of cases and blindly pursue the number of cases, it will easily lead to the loss of teaching objectives and misunderstanding of case teaching. In order to avoid the simple accumulation and addition of teaching cases, first, we should pay attention to the grasp of teaching subjects. In the classroom of case teaching, teachers should arouse students' enthusiasm, guide students to think and analyze actively, dig out the connotation of the case, and integrate it into the classroom discussion to experience the practical significance of theoretical knowledge. Students should actively participate in cases, think and study cases independently, and make decisions and conclusions by using their own theoretical knowledge and experience. In the case discussion, they should actively communicate with other students, learn from the perspective of others' analysis of problems, and complete the teaching task through thinking and cooperation to achieve the teaching goal. The second is to grasp the opportunity of case introduction. For the basic courses of food specialty, the teaching of basic concepts and principles should still follow the traditional teaching methods of teaching and analysis, and timely introduce teaching cases in inductive and summative teaching to consolidate students' understanding and mastery of basic knowledge and enhance the professional adaptability of teaching content. For example, after learning the basic knowledge of nutrition, take it? Nutrition and health? For case teaching projects, quote? In 1970s, the American Academy of Medical Sciences conducted an epidemiological investigation and intervention experiment in Linxian County, Henan Province? 、? Ecological investigation report of China in recent years. 、? A day's diet for diabetics? Based on case materials, research topics are designed, and the important knowledge points of six nutrients, such as physiological function, metabolic characteristics, dietary survey, dietary habits and nutritional intervention, are displayed in turn through thematic case teaching, which not only consolidates theoretical knowledge, but also improves students' ability to analyze and solve practical problems and their professionalism. At the same time, through thinking, analysis and discussion, the scattered knowledge points of students are reconstructed and integrated to complete the task. Teach knowledge? Where to? Cultivate ability? The transformation of teaching mode. The third is to grasp the applicability of the case, which mainly includes two aspects. One is the difficulty of the case. For undergraduates, we should choose basic or moderately difficult cases. Second, whether teachers can fully grasp, such as whether teachers understand the environmental background of the case, whether the analysis of the case is in place, and whether they can well control and guide the progress and direction of students' discussion.
(C) to avoid problems that are easy to occur
Successful case teaching is an organic combination of effective organization and guidance of teachers, active participation of students and selected case materials. It is difficult to do this in practical teaching, which often leads to high input and low efficiency. In order to avoid inefficient cases in case teaching, we should first make good preparations before teaching, including defining teaching objectives, selecting cases, making classroom teaching implementation plans, preparing teaching materials and designing plans. Secondly, the teaching implementation process should follow the principle of combining openness with discussion, and students can be assigned open tasks such as information inquiry, case collection and problem design, and some thinking questions are attached to give them more time to read and think. In case discussion, due to the individual differences of students, the starting point and angle of thinking are different, and the discussion is easy to deviate from the theme. At this time, teachers must control and intervene to make the discussion return to the theme, so as to complete the teaching objectives that should be achieved at each stage. The stage of induction and summary is the key stage for students to benefit and show teachers' teaching art. For some cases with uncertain answers, teachers can give their own opinions, but don't overemphasize the correctness of their opinions. It is necessary to grasp the discretion and leave enough room for students to think.
refer to
[1] Dong. Theoretical Research on Modern Teaching in Military Academy [M]. Beijing: PLA Press, 2005.
[2], Yang Anyun, Luo,. Discussion and case analysis on case teaching of basic courses of quartermaster specialty [J]. Journal of Military Economics College, 20 12.
[3] Song Jun. Exploration and practice of case teaching of criminal imaging technology in public security colleges [D]. Jinan: Shandong Normal University, 20 10.
[4] Sun Yuanming and Yu. Food nutrition [M]. China Agricultural University Press, 2002.
[5] Yin Qi and Yang Xiong. Research on Case Teaching of Training Information Technology Talents in Military Academy [J]. Social Science Review, 2007, (1).
[6] Hou Jinfang. Application and practice of case teaching method in the teaching of Lectora software [J]. Continuing education, 20 13, (9).
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