Discussion and Practice on the Teaching Mode of Guiding Knowledge System Building and Application—A Case Study of Food Chemistry Courses

Abstract

This paper analyzes the inherent relationship between teachers’ teaching and effective learning of students, and explores the teaching method of effectively improving students’ thinking ability during the classroom teaching. By focusing on the course of Food Chemistry offered at the specialty of Food Science and Engineering by the institutes of higher learning of China, this paper guides students to establish and expand their unique knowledge systems by means of painting, and facilitate students in to rebuild and expand their knowledge systems by adopting inquiry-based questions that combine domestic and international research hotspots as orientation. The analysis of students’ performance before and after teaching reform, the percentages of the students who achieved 90~100 points increased from 4.42% to 22.40% and 18.30% respectively; those of the students who achieved 80~89 points increased year by year; those of the students who achieved 70~79 points decreased year by year; those of the students who achieved 60 to 69 points decreased from 22.12% to 9.80% and 5.10% respectively; and those of the students who were below 60 points decreased from 3.54% to 2.20% and 0.70% respectively.