工程教育专业认证背景下“食品微生物学”课程思政教学实践与探索

Practice and Exploration of Ideological and Political Education in “Food Microbiology” Course under the Background of Engineering Education Professional Accreditation

Driven by the accreditation of engineering education and the construction of new engineering disciplines, this study, based on the course “Food Microbiology”, constructs a four-in-one curriculum-based ideological and political education system integrating goals, contents, methods and evaluations. Based on the OBE (Outcome-Based Education) concept, through the hierarchical design of three levels of goals including compliance awareness, ethical decision-making and mission commitment, the non-technical ability indicators of engineering accreditation are mapped bidirectionally with the course knowledge points, achieving precise integration of ideological and political elements. The course incorporates scientific methodology, engineering ethics and patriotism education, forming a three-in-one integrated path of knowledge, ability and value. A quantitative evaluation system for knowledge, technology and value is constructed, and the teaching is optimized through PDCA dynamic feedback. Through the guarantee mechanism of teachers, resources and systems, the students' scientific and technological ethics literacy and professional responsibility are enhanced, providing a replicable model for curriculum-based ideological and political education in engineering courses and contributing to the realization of the goal of “all-round education”.

在工程教育认证与新工科建设驱动下，本研究以“食品微生物学”课程为依托，构建目标、内容、方法、评价四位一体课程思政体系。基于OBE 理念，通过合规意识、伦理决策、使命担当三级目标分层设计，将工程认证非技术能力指标与课程知识点双向映射，实现思政元素精准融入。课程融入科学方法论、工程伦理与家国情怀教育，形成知识、能力、价值三位一体融合的协同育人路径。构建知识、技术、价值量化评价体系，结合PDCA 动态反馈优化教学。通过师资、资源、制度保障机制，提升学生科技伦理素养与职业责任感，为工科课程思政提供可复制范式，助力“三全育人”目标实现。