Integration and Reform of Modern Food Testing Technology Curriculum under the Background of "High order, Innovative, and Challenging"
DOI:
https://doi.org/10.54097/afw8x521Keywords:
High Order, Innovative, and Challenging, Modern Food Testing Technology, Multidimensional Development, Diversity AssessmentAbstract
Modern food testing technology is a course that requires a complete theoretical knowledge system, integrating more practical content and interdisciplinary knowledge to stimulate students' innovative practical ability and active exploration spirit. According to the standard under the Golden Course Construction Standards, we integrate “High order, innovative, and challenging” into the course construction, improve the teaching quality and level of modern food testing technology courses, and strive to cultivate outstanding talents with profound professional knowledge for society. In the curriculum reform, comprehensive and in-depth improvements are made from updating teaching modes, reforming classroom methods, expanding interdisciplinary knowledge, and improving assessment methods. By combining multiple educational methods, the integration of the concept of “High order, innovative, and challenging” is achieved.
Downloads
References
[1] Chi, Y., Nie, X., & Nie, L. (2026). Innovative exploration of talent cultivation in the food industry in the new era: taking the teaching of the course “Modern Food Testing Technology” as an example. Agricultural Product Processing, 11, 146–149.
[2] Ma, M., Chen, R., & Long, L. (2023). Characteristics and practical application of modern food testing technology. Food Research and Development, 44(08), 241–242.
[3] Zhou, W., Li, Y., & Liu, J. (2023). Teaching reform of natural medicinal chemistry program under the concept of “High order, innovative, and challenging”. Chemical Management, 32, 26–29.
[4] Wu, Y. (2018). Building China's “Golden Class”. China University Teaching, 12, 4–9.
[5] Sin, C., Tang, F., & Wei, C. (2010). Reform and exploration of production internship teaching in food science and engineering. Science and Technology Information, 30, 528.
[6] Fu, W., Shen, Y., & Yu, D. (2023). Reform and practice of teaching courses based on the standard of “High order, innovative, and challenging”—Taking “Garden Botany” of Environmental Design Major as an example. Education and Teaching Forum, 35, 125–128.
[7] Lai, R., Li, H., & Lin, Z. (2020). Innovation and improvement of collective class preparation system to enhance the quality of organic chemistry laboratory teaching. University Chemistry, 35(07), 8–12.
[8] Dai, T., Cui, Y., Wang, R., Han, J., Deng, L., & Chen, J. (2026). Exploring embodied integration of virtual simulation experiments in food science field. Food Industry, 47(07), 120–127.
[9] Wang, K., & Hu, C. (2023). Virtual simulation technology applied to blended teaching research. Science and Technology Wind, 01, 103–105.
[10] Gan, X., Wang, L., & Tan, C. (2023). Discussion on the reform of experimental teaching of power electronics under the background of “double carbon”. Journal of Science and Education, 11, 88–90.
[11] Tian, B., Meng, F., & Bu, T. (2023). Teaching design of food nutrition course based on the “High order, innovative, and challenging”. Food Engineering, 04, 59–61.
[12] Ping, G., Gong, L., & Wang, H. (2023). Research on the reform and construction strategy of the “tectonic geology” course under the viewpoint of “High order, innovative, and challenging”. Education and Teaching Forum, 26, 76–79.
[13] Zhu, B. (2022). Explanation of the core meaning and basic requirements of collective lesson preparation for college and university Civics teachers in the new era. J. Southwest Forestry Univ. (Soc. Sci.), 6(02), 6–10.
[14] Ye, T. (2026). Teaching reform empowerment mechanism and practical path of collective preparation for ideological and political courses in undergraduate vocational education. Modern Vocational Education, 14, 99–104.
[15] Yang, W., Fu, H., & Ni, W. (2023). A preliminary study on the application of paired classroom and contextual teaching method in the teaching of medical immunology based on “High order, innovative, and challenging”. Chinese J. Immunol., 39(10), 2238–2241.
[16] Li, Z., Zhao, Y., & Wei, L. (2020). The construction of applied undergraduate high-quality online open courses under the thinking of “High order, innovative, and challenging”. Applied Higher Education Research, 5(04), 75–80.
[17] Du, C., Liu, Q., & Peng, X. (2021). The application of mind mapping in the teaching of “food additives”. Agricultural Product Processing, 08, 90–93+96.
[18] Li, Z., Zhao, Y., & Wei, L. (2020). Construction of quality online open courses for applied undergraduate programmes under the thinking of “High order, innovative, and challenging”. Applied Higher Education Research, 5(04), 75–80.
[19] Cheng, F., & Sun, J. (2023). Exploration and application of “High order, innovative, and challenging” standard in the teaching reform of chemical principle course. Innovation and Entrepreneurship Theory Research and Practice, 6(12), 11–13.
[20] Hao, L., Zhu, G., & Wu, X. (2022). Characteristic course construction of biomedical engineering major integrating the concept of “High order, innovative, and challenging”—A case study of ”Principles and Applications of Medical Instrumentation”. China Medical Education Technology, 36(02), 175–180.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 International Journal of Education and Humanities
This work is licensed under a Creative Commons Attribution 4.0 International License.
