【Abstract】Food nutrition and hygiene course is one of professional courses for undergraduate specialty of food science and engineering. In order to improve the teaching quality of food nutrition and hygiene courses and to cultivate high-quality food science and engineering professionals for the society， based on the teaching practice， this paper analyzed the status quo of food nutrition and hygiene course and the necessity of teach reform and explored how to improve the teaching quality of food nutrition and hygiene course from aspects of teaching contents， teaching methods and assessment methods.
　　【Keywords】Food nutrition and hygiene course; Teaching status quo; Teaching reform
　　【作者簡介】Shengjun Wu，College of Marine Life and Fisheries， Jiangsu Ocean University，Jiangsu Key Laboratory of Marine Biotechnology， Huaihai Institute of Technology，Jiangsu Marine Resources Development Research Institute。
　　1. Introduction
　　With the rapid development of China’s economic construction， the living standards of residents have been greatly improved， and the relationship between food and hygiene is particularly important. In recent years， there have been some alarming changes in the health status of Chinese residents and the problems of high incidence and youthfulness of chronic diseases caused by food nutrition and hygiene problems are mainly caused by changes in people’s lifestyles， as well as the lack of food nutrition and health knowledge. Therefore， the national food science and engineering colleges and universities have taken “food nutrition and hygiene” as an important professional foundation course （Guo et al.， 2012; Qian et al.， 2013）. In order to improve the quality of teaching， we optimized the teaching content and improved the teaching methods and assessment methods to stimulate student’s interest in learning and subjective interaction.
　　2. The necessity of food nutrition and hygiene curriculum reform
　　“Food nutrition and hygiene” includes contents of two major disciplines， i.e. food nutrition and food hygiene. Food nutrition teaching tasks are to enable students to master the basic knowledge of nutrients， the nutritional value of various types of food， nutritional needs of different groups of people， nutrition and disease， nutritional balance and other basic theory and knowledge. Food hygiene teaching tasks are to enable students to understand the food pollution and its management control， food-borne diseases and their control， prevention of various types of food hygiene issues and other basic theory and knowledge. These two disciplines are closely linked to people’s daily lives. With the “food nutrition and hygiene” knowledge， students can improve their food professionalism and their overall quality for the needs of modern society. Therefore， how to reform the course of food nutrition and hygiene teaching and improve the quality of teaching the course are important issues of teachers in food and food science and engineering to think about. 　　First of all， we played the advantages of multimedia teaching based on make full use of multimedia resources. For example， for the teaching of nutrient deficiency and excess caused by related diseases， we added some disease-related picture due to nutrients lack of or excessive to help the students understand the symptoms of malnutrition， but also to enable students to more deeply aware of the severity of malnutrition. Second， the discussion of teaching methods was adopted. In the classroom， we added food cases， which were closely related to life， resulting in students’ discussing and thinking about the reasons. In addition， we carried out professional ethics education to improve the professionalism of students.
　　（3） Reform of Examinations. In the assessment methods， we paid attention the students’ usual grades， weakened the final examination results and established full evaluation system by combining the final examination results with usual grades and discuss results， and as a result， students ‘subjective initiative increased and the students’ abilities of discovering problems， solving problems， collecting data and expressing language were cultivated， and teaching quality was improved.
　　5. Conclusions
　　In this study， we reformed the course of food nutrition and hygiene. The results show that this kind of reform has a positive effect， which not only aroused the students’ interest in learning， but also aroused the initiative and enthusiasm of learning. It also improved the quality of teaching and strengthened the emotional communication between teachers and students.
　　References：
　　[1]Qian， Q.Z.， X.K. Cao， Q. Wang， D. Ma and G.Y. Zheng. 2013. Nutrition and Food Hygiene Experimental Teaching Reform and Construction. Lecture Notes in Electrical Engineering 226： 517-523.