"cooked" (edible state), which is the optimal state for consumption, but most of the micro changes occurring in its essence are chemical
changes. Culinary science and chemical science have a close connection. Enemy in China's culinary higher education teaching program
Not only should the basic chemistry as a professional basic courses and compulsory courses to open, but also continue to strengthen the construction of the discipline.1 Cooking basic chemistry in the culinary profession in the status and role
Cooking is a science, the essence of which is the edible raw materials processed into finished products for direct consumption. Cooking process is to make cooking raw
material changes in the process, macro from "raw" (inedible state) to "cooked" (edible state), that is, the best state of consumption, but
the essence of the microscopic changes that occur in the chemical changes. Chemical changes. For example, the denaturation of proteins, starch paste, the shape of the aroma of the dishes
became and shrimp, crab color changes after heat, etc. Cooking raw materials in the process of processing its texture, sense of the day, the color of the changes, none
contains a chemical change. It can be seen, cooking and chemistry between the two sciences there is a close link, to learn to cook well
courses must have a related to the chemical knowledge base. Only with a certain degree of chemical knowledge, in order to better grasp
food ingredients in the processing of a series of chemical reactions occurring in the law of change; in order to effectively control and change the cooking
technological conditions and methods. Chemistry occupies a dominant position in culinary science, and plays a very
important role in promoting the deep development of culinary science theories.2 Basic Chemistry Education Research Exploration
2.1 Developing Culinary Education Materials
2. 1 Preparation of teaching materials suitable for the culinary profession
A
Good teaching materials are essential. At present, although there are many excellent chemistry textbooks, there are not many chemistry textbooks that are really suitable for the culinary profession, especially
the counterpart enrollment majors. For this reason, we understand the main application of basic chemistry in the culinary and culinary
culinary students' level of knowledge of chemistry, based on the preparation of a set of basic chemistry teaching materials suitable for use in the culinary profession.
The textbook is based on inorganic and morganic chemistry, focusing on atomic structure, molecular structures, chemical equilibrium, and the structure and properties of basic organic chemicals; it also includes a part of colloid chemistry, which is closely related to the culinary profession. In the process of writing the textbook, we pay attention to the scientific and uniformity of the content, but at the same time, we also pay attention to the structure and properties of some of the less closely linked
culinary chemistry.
In the process of writing the textbook, we have paid attention to the science and unity of the content, but at the same time, we have also reduced the content of some of the "pure chemistry" that is not closely related to the culinary profession, such as: redox titration, titration by ligand, transition elements, stereoisomerism, and so on, and we have focused on the nutritional composition of food materials, the chemical structure and properties of the flavor and pigmentation substances,
In order to provide a better solution for the upper grades.
To lay the necessary foundation for the study of culinary chemistry in the upper grades. The textbook has both basic theory and practical applications, both for
teaching and self-study through the practice of teaching our students for several years, and achieved good teaching results.
2. 2 The use of reasonable teaching methods, according to the characteristics of the students
In the process of preparing the textbook, although we take into account the students of the chemical basis of this factor, but as a higher culinary education
Education textbooks, must meet the requirements of the syllabus, must ensure that the knowledge of the systematic and scientific, and to have a certain
Depth and breadth, can not accommodate the students and reduce the textbook, can not be
This is the first time in the history of the world. The textbook must be systematic and scientific, and must have a certain depth and breadth, and must not lower the theoretical level of the textbook to accommodate the students. Therefore, the students are still having difficulties in learning chemistry compared to other
specialized courses, and there is a kind of fear. In this case, the first thing we consider is how to
How to guide the students to the door, to eliminate the fear of difficulty, to stimulate the learning * interest. This requires teachers to make an effort in the teaching methodology At the beginning of the teaching process, we mainly focus on the curriculum, from shallow to deep, step by step, leading students into the ever-changing world of chemistry
. After guiding students and arousing their interest in learning, we then changed our teaching methods from "leading" to
"pointing". Gradually change the students in the middle school years developed a strong dependence on learning methods, change passive learning for active learning
Learning, so that they not only learned the knowledge, but also learned how to "learn" knowledge. Cultivate the students' analytical and problem-solving
ability, so that they can go out of school after their own to obtain knowledge, constantly enrich themselves.
It is often said that there is a method of teaching, but there is no fixed method. Different disciplines, different majors and even different students, have their own characteristics,
In the teaching process, we use various forms of continuous feedback on the effectiveness of teaching and learning to understand the student's learning situation, based on our self-education
Materials, tailored to suit the needs of the students. For the more basic students, more to introduce them to some relevant reference books, and with a certain degree of difficulty
degree of thinking questions, inspire, guide students to their own to "drill" the problem, "find" the law, to train them to think independently of the same problem
power For those who are the same problem, we will continue to work with them to find the best way to solve the problem, and to improve the quality of life.
For those students with poor foundation, first of all, we should inspire them to start, eliminate the fear of difficulty, stimulate the interest of learning, and if necessary
give some supplement and review, so that they will not be discouraged from learning, and gradually keep up with the progress of teaching. In this way, according to the actual situation of the students,
adopted different teaching methods. Avoided due to " one size fits all " teaching methods and the emergence of good students do not eat enough to eat poor students can not eat
The situation.3 secondary culinary education in chemistry teaching should be strengthened
In the vocational secondary, technical schools in the culinary arts, chemistry teaching has not been given due attention, this is a fairly common problem
In the culinary profession of the school, the chemistry class teaching is not due attention.
This is a common problem. On the status and role of chemical knowledge in culinary science, the beginning of this paper has been discussed t As culinary educators and
and leaders, should fully recognize the close link between chemistry and culinary science - understanding of chemical science on the deepening of culinary science and the development of
development of the role played by the promotion of chemical education to strengthen the efforts of higher education in culinary and culinary theory of the culinary science of the depth of the research of
This is the first time in the world that we have seen the development of chemical science in the culinary industry, the development of the culinary industry in the culinary industry.
Laying the necessary theoretical foundations for higher education in the culinary sciences and for in-depth study of the theories of culinary science.
In fact, not only chemistry, but also other basic subjects such as language, math, foreign languages, etc. have been neglected to varying degrees.
Not only in the culinary program, but also in other secondary vocational and technical education in a similar situation. These basic theories are neglected, to a large extent
constrained the deep development of professional theory. Therefore, to strengthen the secondary vocational and technical education in the teaching of basic courses should be mentioned
vocational education workers on the agenda. And how to strengthen the teaching of basic courses, to solve the contradiction of fewer hours and more content,
is an educational reform issue to be further studied.