Under the context of the deepening health promotion strategy and the quality enhancement of vocational education, the teaching model of nutrition and health courses in vocational colleges urgently needs to shift from the traditional "knowledge transmission" to "competence building." As an interdisciplinary course integrating natural sciences, life sciences, and behavioral sciences, this course focuses on the collaborative development of students' health literacy and professional abilities. The traditional model is inadequate to meet the requirements of its complexity and practicality. Based on the theoretical framework of teaching model reconstruction, this paper, in combination with the characteristics of vocational education, proposes an innovative teaching path centered on modular design, multi-dimensional interactive teaching, and outcome-oriented assessment, aiming to achieve a deep alignment between course goals and students' career development. At the same time, it explores the professional development mechanism for teachers from three dimensions: restructuring teacher competencies, career development planning, and the construction of teaching communities. The paper emphasizes the coordinated advancement of teaching innovation and teacher growth, providing theoretical support and practical pathways for course optimization and institutional development.
Yanan Zou (Tue,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: