基于KANO模型的国际形势与政策专题课程质量提升关键要素研究

Research on key factors for improving the quality of the thematic course International Situations and Policies based on the KANO model

基于KANO模型理论,以提升国际形势与政策专题课程质量为目标,通过对北京中医药大学国际形势与政策专题课程现状进行调查,探究提升国际形势与政策专题课程质量的关键要素,并结合中医理论对课程质量提升提出对策建议。问卷调查发现,“课程内容涉及学科专业知识”质量指标与学生满意度提升高度相关,“课前为学生提供学习资料”等质量指标落点于“满意度高关联区”。在思政内容与专业学习衔接度、课程环节设置等方面仍有改进空间。研究结果表明,国际形势与政策专题课程质量提升应把握好“课程内容涉及学科专业知识”“课前为学生提供学习资料”两个关键要素,注重课程内容及考核方式两方面。基于中医药高等院校相关课程建设现状,提出“学为中心,三因制宜”教学创新路径:因时制宜—探明全周期培养需求,打造分阶段课程体系;因地制宜—发挥中医药学科优势,实现多维度课程目标;因人制宜—凝聚师生集体智慧,合力构建高质量课程。

Based on the KANO model theory,this study aims to improve the quality of the“International Situations and Policies”thematic course at Beijing University of Chinese Medicine.Through an investigation of the current situation,this study explores the key factors for improving the course quality.Combining these findings with theories of Traditional Chinese Medicine(TCM),the study proposes countermeasures and suggestions for course quality improvement.The questionnaire survey reveals that the quality indicator“involving disciplinary knowledge in course content”is highly correlated with the increasing of student satisfaction.Additionally,quality indicators such as“providing learning materials to students before class”falls into the“high satisfaction correlation zone”.Further improvement could happen in areas such as the integration of ideological-political content with professional learning and in structural design of the course.The results indicate that to enhance the quality of the“International Situations and Policies”course,it is crucial to focus on two key factors of“involving disciplinary knowledge in course content”and“providing learning materials to students before class”.Attention should be paid to both course content and assessment methods.Based on the current situation of relevant curriculum construction in colleges and universities of traditional Chinese medicine,the study proposes an innovative teaching approach of“studentcentered,tailored to three factors”:student-centered,timing-tailored—identifying full-cycle training needs and building a phased course system;student-centered,location-tailored—leveraging the strengths of traditional Chinese medicine to achieve multi-dimensional course objectives;student-centered,individual-tailored—gathering the collective intelligence of teachers and students to collaboratively build a high-quality course.