摘要
认证背景下成果导向(Outcome-based Education,简称OBE)理念的成果层次、逻辑关系是进行课程改革的重要依据。通过课堂观察法,发现认证专业的课程在课程目标、课程设计、教师教学和学生学习四方面存在问题:(1)毕业要求没有落实到课程层面;(2)课程设计以“内容”为导向;(3)教学“以教师为中心”;(4)学生课堂学习层次较低。OBE理念下的专业课程教学改革的对策有:(1)建立清晰的四层次成果及其对应关系;(2)聚焦课程成果和课堂成果进行课程设计;(3)“以学生为中心”贯穿教学全过程;(4)以形成性评价不断促进学生高阶学习。
The levels and logical relationship of outcomes are the important basis for outcome-based(OBE)curriculum reform in the context of certification.Based on the classroom observation method,we observe that there arefour problems in course objectives,course design,teaching and learning for the certified major:(1)the program outcomes are not well implemented in the courses;(2)"content-based"course design;(3)teacher-centered instruction;(4)low level of student learning.Our research proposes the alternative solutions to outcome-based curriculum and instruction,including:(1)establishing four-level outcomes and their corresponding relationships;(2)focusing on course outcomes and lesson outcomes for course design;(3)being"student-centered"throughout the whole process of instruction;(4)promoting students′higher-level learning with formative evaluation.
作者
肖念
芮言
XIAO Nian;RUI Yan(Faculty of Humanities and Social Sciences,Beijing University of Technology,Beijing 100124,China)
出处
《教学研究》
2020年第5期46-51,共6页
Research in Teaching
基金
北京工业大学研究生科技基金资助课题(ykj-2018-00743)。
关键词
OBE
工程教育专业认证
课程改革
教学改革
outcomes-based education
curriculum reform
instruction reform
certification
