基于TRIZ 理论的高职课程教学改革实践探究——以“食品包装技术”课程为例

Research on the Reform of Higher Vocational Education Teaching Based on TRIZ Theory: A Case Study of the "Food Packaging Technology" Course

中文关键词: TRIZ 理论  食品包装技术  教学改革  创新能力

英文关键词: TRIZ theory  "Food Packaging Technology" course  teaching reform  innovation capability

中文摘要:

      针对高职“食品包装技术”课程存在的“三重三轻”症结——重静态知识传授轻方法论赋能、重单一技能训练轻跨学科整合、重模拟案例演练轻真实问题对接，将TRIZ 理论(发明问题理论)系统化融入课程体系，探索以方法论赋能为核心的教学改革路径。通过解构TRIZ 工具链与食品包装技术知识的映射关系，重构课程内容与教学模式，将TRIZ 工具嵌入课程知识模块，创新构建“工具嵌入—项目实践—动态评价”的课程教学模式。采用项目驱动教学法，以企业真实需求为载体，分阶段指导学生运用TRIZ 工具链完成问题定义、方案生成与原型迭代，并结合混合式教学与跨学科协作，构建虚实结合的创新实验平台，强化技术可行性与商业价值双维验证，有效弥合了知识应用鸿沟，为高职课程教学改革提供了方法论迁移驱动范式和可复制的实践路径。

英文摘要:

      Aiming at the "three emphases and three neglects" issues in the course of Food Packaging Technology in higher vocational education-emphasizing static knowledge indoctrination over methodological empowerment, focusing on single-skill training over interdisciplinary integration,and prioritizing simulated case exercises over real-world problem-solving—this study systematically integrates TRIZ (Theory of Inventive Problem Solving) into the curriculum system, exploring a teaching reform path centered on methodological empowerment. By deconstructing the mapping relationship between TRIZ toolchains and packaging technology knowledge modules, the study restructures the course content and teaching model, embedding TRIZ tools into the curriculum knowledge modules and innovatively constructing a "tool embedding-project practice-dynamic evaluation" teaching model.Adopting a project-driven teaching methodology, the approach uses real enterprise needs as a vehicle to guide students in stages through the application of the TRIZ toolchain to complete problem definition,solution generation, and prototype iteration. Combined with blended learning and interdisciplinary collaboration, it constructs an innovative experimental platform that integrates virtual and real elements, strengthening the dual-dimensional verification of technical feasibility and commercial value. This effectively bridges the knowledge application gap and provides a methodological transfer-driven paradigm and replicable practical pathway for the reform of higher vocaitonal course teaching.