(1)Teaching model design

Thiscourse aims to change the traditional teaching mode based on "teaching"to the teaching mode based on "learning"and strives to achieve threegoals:

1.Integration: Aiming at the integration of knowledge, theory and practice, and  integration of teaching-learning-acting, anintegrated teaching model combining classrooms and practical training.

2.Process-oriented work: It aims to establish a process-oriented teaching modelthat takes job requirements as the mainstay, work flow as the main line, andpractical teaching as the main body.

3.Operation standardization: Training is carried out completely in standardizedoperations, so that skill training and skill assessment are perfectly combined.

(2)Teaching content design

Thiscourse starts from the requirements of microbiological testing and applicationpost competence. After enterprise research, it is determined that there arethree posts related to the course, which are bacterial cultivation, productionand testing positions. Strain cultivation positions require staff to master theskills of medium preparation, aseptic operation, separation culture, andmicroscopic identification; production positions require staff to master mediumpreparation, microbial cultivation, disinfection and sterilization, bacterialgrowth skills and identification of the situation; testing positions requireemployees to master the skills of three basic aspects of microbial operationtechnology, pathogen identification, and issuing test reports. This courseselects the following contents for teaching based on job skills.

Table 1 "Microbial ExperimentalTechnology" course schedule

(1)Practice conditions on campus

Thewhole area of Jiangsu Agriculture and Forestry Vocational and Technical Collegeis more than 2000 square meters. There are 120 microbiology laboratories. Theinstrument assets of the laboratory are valued more than 3.6 million yuan. Thelaboratory is equipped with 3 microscope imaging systems, 160 ordinary opticalmicroscopes, 20 ultra-clean worktables, 10 high-pressure steam sterilizers, allof which can meet the teaching task of this course.

(2)Off-campus practice base

Off-campuspractice bases include Jurong City Disease Prevention and Control Center,Jurong City Sewage Treatment Center, Jurong Dongfangzi Mulberry Wine Co., Ltd.

(3)Network teaching environment

Teachersuse the Superstar Panya online teaching platform to perform teaching tasks, anduse PPT courseware, teaching videos, 3D animation, reference materials andother resources to assist teaching. Classes are carried out with teacherdemonstrations, student-controlled video exercises, and teacher re-instruction,interspersed with student discussions and teacher analysis of important anddifficult points.

Theteaching methods used in this course are mainly the following four types,including multimedia teaching method, physical demonstration method,demonstration guidance method, and real-world practice teaching method.

①Multimediateaching method

Multimediateaching courseware and 3D animation are used to increase the related information,so that students can have a more comprehensive understanding on the form ofmicrobes and the use of instruments, and teachers may use dynamic imageprojections to make up for the lack of practical classes and help studentsincrease their perceptual knowledge. For example, teachers use 3D animation toshow the structure of the microscope.

②Physicaldemonstration method

Thephysical demonstration can not only help students operate and visualize theoperation of the equipment, but also allow students have a more intuitiveimpression on different colony forms, helping students easily master thelearning items. For example, students can observe colony morphology.

③Model guidance method

Inthe teaching process, the teacher first demonstrates a single skill item on thespot, and the students repeat the operation and continue to practice. Theteacher guides the students and points out their mistakes, so that the studentsrealize standardized operations. For example, the use of microscopes.

④Teachingmethod of reality drill

Teacherscontinue to teach in the enterprise. According to the task of the projectdesign, the on-site teacher first demonstrates, and then the students practicethe operation to master the operation essentials to achieve the teachingconcept of "learning in operation, operating in learning". Forexample, the detection technology of coliform bacteria.

(1)Assessment method

Thiscourse adopts the "results and processes" method to carry out theassessment. The specific implementation is as follows:

Theassessment mode is divided into ordinary assessment and centralized assessment,with a score ratio of 6: 4. Among them, the ordinary assessment consists ofattendance, questioning, homework, practical training performance, and experimentalreport. The ratio is 2: 2: 2: 2: 2. The assessment is carried out in the formof final skill assessment.

(2)Evaluation method

Atthe end of each semester, students will evaluate the performance of theteachers, teaching evaluation indicators include the following 10 aspects:teachers' morality, teaching attitude, teaching and education, teachingcontent, teaching methods, extracurricular tutoring, homework correction,examination and examination, experimental training, teaching ability, studentswill objectively evaluate teachers' teaching level.

The teaching supervision group from the second-level college where thecourse is located organizes the teaching information officer and relevant classstudents to investigate the teaching behavior of the instructors in eachsemester and provides a comprehensive evaluation to the teachers.