Innovative Application of the "Three Authenticities-driven, Tiered Progression" Model in Practice Teaching for Core Pharmaceutical Engineering Courses

Abstract

To address the challenges, such as disconnection between teaching content and industry reality, the ambiguous practical training
levels, and insufficient specificity of vocational competency cultivation in the practice teaching of pharmaceutical engineering, this paper
integrates "Three Authenticities-driven, Tiered Progression" Model into the practice teaching of core pharmaceutical engineering courses.
This model takes authentic job tasks, authentic production cases, and authentic technical problems as the core vehicles to design practice
teaching content following a progressive logic of unit operation ? integrated process flows ? innovation optimization, and restructure the
practice teaching system and evaluation mechanism through online-offline integrated and virtual-real combined teaching methods. This model
achieves the precision alignment between practice teaching and the job requirements in the pharmaceutical industry, effectively enhancing
studentscomprehensive vocational competencies, and providing an actionable implementation pathway for the reform of practice teaching of
pharmaceutical engineering in vocational undergraduate institutions.