OBE教育理念述论

A Discussion on OBE Educational Philosophy

OBE是以“成果”为“导向”的教育理念。该理论最早可溯源至19世纪中叶Herbert Spencer提出的教育目标理论,其后又融合了功利主义和实证主义的哲学观念,又经Competency-Based Education(即CBE,素质本位)和“精熟学习”理论的发展,至20世纪80年代则由Spady率先提出。在四十余年的发展中,该理论对于“成果(outcome)”是以成绩还是以能力为标准,始终是存在争议的,包括其与goal、objective等近义词的相互关系。该理念得到我国学者的普遍关注约是在2016年。就现有研究看,OBE教育理念在我国的研究似乎更注重“导向”而轻“成果”,尤其是对于“成果”多样性的鉴定,尚未有可视性和量化性的标准。这是OBE教育理念践行过程中面临的最为现实的挑战。

OBE stands for Outcome-based Education,an educational philosophy emphasizing"outcomes"as the"guide."This theory can be traced back to the educational objectives theory proposed by Herbert Spencer in the mid-19th century.It has since integrated utilitarianism and positivism philosophical concepts,and has evolved through Competency-Based Education(CBE,competence-based)and mastery learning theories.It was first proposed by Spady in the 1980s.Over four decades of development,there has always been controversy over whether the"outcome"in this theory is based on grades or abilities,and even the relationship between"outcome"and its synonyms like"goal"and"objective."The concept began to receive widespread attention from Chinese scholars around 2016.According to existing research,the study of OBE educational philosophy in China seems to focus more on"guidance"rather than"outcomes,"especially regarding the identification of the diversity of"outcomes",there are no visible and quantifiable standards.This is the most realistic challenge facing the OBE educational philosophy.