Reform of Hospitality English Teaching Based on the Educational Concept of Outcome-Based Education(OBE)

The Outcome-Based Education(OBE)educational concept,proposed by renowned American educator Spady,aims to guide students in mastering learning laws and ultimately achieving expected learning outcomes.The application of OBE educational concept in Hospitality English curriculum not only can effectively enhance the learning effect but also promote the reform of the Hospitality English curriculum,thus improving students’learning enthusiasm.Therefore,taking the Hospitality English curriculum as an example,this paper points out the existing problems in the teaching of this course and suggests the reform measures based on the OBE teaching concept,hoping to provide guidelines for related educational work.

Value and Measures of Integrating Local Red Culture into the Ideological and Political Course of Environmental Disciplines under the OBE Concept

Based on output-oriented education,the OBE(Outcome-Based Education)concept integrates local red culture into the ideological and political course of environmental disciplines,and is an important part of training applied talents of environmental disciplines in the new era.This educational model makes an innovation on the traditional educational and teaching concepts and centers on students.This paper analyzes the value of integrating local red culture into the ideological and political course under the OBE concept,and puts forward an effective implementation path.

Exploration of Practice Teaching Reform Based on Outcome-Based Education Concept:Taking Environmental Design Major as an Example

The concept of OBE(outcome-based education)is more focused on designing and implementing teaching activities around expected learning outcomes than the traditional teaching model and enhancing the quality of education through clear and measurable learning outcomes,which has led to profound changes in the field of education.However,environmental design practice teaching faces a series of challenges in the implementation of the OBE concept,including the complexity of the assessment system,personalized learning and creative learning,and over-reliance on quantitative assessment.Therefore,in order to further deepen the professionalization of the OBE concept,we have conducted research on the design education practice models at home and abroad,explored the practice teaching models and their applications such as project system,studio model,practical internships,and technology-driven interdisciplinary integration,and took the practice innovative teaching models of Stanford d.school and Rhode Island School of Design(RISD)as examples to explore the characteristics of the curricula,cultivation modes,and the development of the environmental design professional practice teaching model.The characteristics of OBE and RISD are discussed to provide a global vision and local contextual reference for the practice teaching reform of environmental design majors.

Reform and Practice of University Physics Experimental Teaching Based on OBE Concept

Aiming at the problems of unclear teaching objectives,obsolete content,and single method in the experimental teaching of university physics at our university,we have implemented a series of reform initiatives.It mainly includes clarifying the student-centered teaching objectives,optimizing the experimental content,innovating the teaching methods,improving the assessment and evaluation system,and improving the experimental conditions[1,2].After the implementation of the reform,the learning effectiveness of students has been significantly improved,the teaching level of teachers has been significantly enhanced,the curriculum system has been optimized,the efficiency of teaching management has been enhanced,and social recognition has been strengthened.Practice shows that the teaching reform based on the outcome-based education concept effectively improves the quality of university physics experimental teaching and lays the foundation for cultivating innovative talents.

Research on the Construction of a Comprehensive Teaching Case Library for Ergonomics under the OBE Concept

In recent years,case-based teaching has become a hot spot in higher education reform,and the construction of case libraries has received increasing attention.The development of teaching case libraries not only promotes changes in talent training models but also enhances teaching effectiveness.Taking the ergonomics course as an example,this paper explores the construction of a comprehensive teaching case library for ergonomics under the outcome-based education concept,providing a reference for future ergonomics teaching case library development.

Research on the Teaching Design of Advanced Mathematics Courses Based on Outcome-Based Education Concept

This paper first analyzes the characteristics and current situation of the Advanced Mathematics course;secondly,it proposes a teaching model that integrates the outcome-based education(OBE)philosophy and blended teaching method,reorganizing the teaching objectives,teaching content,and assessment evaluation process of the Advanced Mathematics course;lastly,through practice,it is proved that this approach can effectively improve students’mastery of course content,enhance students’ability to apply mathematical knowledge,and strengthen teaching effectiveness.

A Research on the Application of Case Teaching Method in Curriculum-Based Ideological and Political Education in College English Course under the Concept of OBE

Since the idea of“Curriculum-Based Ideological and Political Education”was formally proposed in 2016,it has rapidly become a research hotspot in education reform.Although a large number of relevant studies have focused on the effective paths to curriculum-based ideological and political education in specific courses,there are few studies on how to integrate ideological and political education contents into particular courses under specific educational concepts and by particular teaching methods.Thus,this paper will explore how to improve the teaching effectiveness of curriculumbased ideological and political education in College English course with the OBE concept as the driving force and the case teaching method as the means.Finally,a few thoughts on the application of case teaching method in College English course are offered.

基于OBE理念的Mini-CEX评估模式在神经内科临床实习教学中的应用

目的探讨基于OBE理念的Mini-CEX评估模式在神经内科临床实习教学中的应用实效。方法选择2022年5月1日至2023年4月30日在神经内科实习的100名学生作为研究对象,将其分成实验组(n=50)和对照组(n=50)。实验组在OBE理念指导下,以学习成果为导向,细化教学目标,并应用Mini-CEX评估模式进行测评和反馈,对照组采用与实验组相同的评估方式,并按照传统教学流程进行。结合观察数据,分析对比2组学生实习开始时和实习结束时的各项指标数据。结果实习结束时,实验组临床接诊、体格检查、人文医学、临床诊断、健康咨询、组织效果、整体评价等评分得到明显提升,且高于对照组P值;实习结束后,技能考试成绩方面,实验组得分高于对照组,差异有统计学意义(P<0.05),而且实验组满意度评价得分也比对照组更高。结论基于OBE理念的Mini-CEX评估教学模式应用于神经内科临床实习教学,可以增强学生临床实践技能培育效果。

基于OBE理念的课程思政教学实践与评价——以绵阳师范学院“植物生理学”课程为例

“植物生理学”课程是面向生物科学专业本科二年级学生开设的专业主干课程之一.该课程已立项为四川省“一流本科课程”示范课程和绵阳师范学院“课程思政”示范课程.基于0BE理念,根据国家需求、师资需求、创新需求和传承需求,结合学校办学定位和专业人才培养目标,探索课程教学育人和课程思政育人的融合,以期达成专业课程思政教育与专业知识传授和能力培养有机融合的教育教学目标.

基于OBE教育理念的创新创业教学模式研究

基于OBE教育理念开展创新创业教学模式改革,结合专业岗位需求重构递进式学习内容,反向设计多阶段可评可测的学习目标。探索以学生为中心、以项目为驱动、以团队为组织、以实践为模拟的教学组织形式,创设“自主、合作、探究”新型体验式学习课堂。推进信息技术与课堂教学深度融合,多渠道学习资源为保障拓宽学生学习场景,构建线上线下智慧教学,开展全程化多元混合式课程评价,构建“专创融合”“思创融合”“课赛融合”“赛创融和”的一体化教学模式。

基于OBE-CDIO理念的四维专业课程思政建设与实践探索

立德树人是高校教育的中心任务和根本目标,传统理工科课程内容的德育意识薄弱、价值涵纳度较低,专业课程思政有效发挥思政课程外的德育功能,新时代德、技、能并进的高等人才培养模式探索势在必行。该文以专业教育为载体,融合线上、线下理论课程和项目制实践课程三维空间一体化模式开展专业思政教育;以成果导向教育为核心、以学生为中心,全过程评价并持续改进,在OBE-CDIO理念下构建时间维度的成果导向和项目驱动专业培养模式,实现三维空间与时间维的4D专业课程思政建设,以形成思政要素和专业教育协同、立体化施教,达到高层次的育人目标。

基于OBE理念的《交通运输规划》课程思政建设与实践——以西安建筑科技大学土木工程学院为例

以全面育人为根本出发点,结合西安建筑科技大学交通运输专业工程教育专业认证实际,将交通运输行业发展与国家历史发展进程紧密融合,坚持价值导向与知识传授过程有机融合,坚持个人能力发展与国家战略发展有机融合,将社会主义道路自信、家国情怀、社会担当、知识创新、以人为本等思政教育目标与交通运输发展历程、规划理念、未来需求等理论知识相融合。通过课程思政总体架构搭建、思政元素挖掘与编织、构建思政元素智慧树,切实有效地将“课程思政”的教学目标融入交通运输规划系统设计全过程,培养学生跨学科综合思维能力,引领学生从历史、现在和未来纵深角度思考国家的道路选择、自身的社会责任,努力造就具有家国情怀和历史担当的交通运输行业复合型人才。

OBE理念下自动化一流本科专业课程教学改革与实践

成果导向教育(OBE)的课程教学是一流专业建设和人才培养改革的本质。针对自动化专业课程教学改革的需求,该文通过修订课程教学大纲,明确课程目标、课程资源、教学内容和考核评价等,并采取“导、学、教、练、思、考、评”的多元化教学过程,提升学生解决复杂工程问题的能力。自动控制原理课程教学改革与实践表明,OBE理念是提升学生学习效果的有效途径,取得显著效果。

OBE理念下体育教育专业学生教学实践能力评价体系构建——以衡水学院为例

衡水学院体育教育专业学生的教学实践能力存在实践经验不足、理论与实践脱节、教学设计能力不足等问题。为客观全面地评价学生的教学实践能力,基于OBE理念,遵循科学性、客观性、可操作性和全面性原则,构建了体育教育专业学生教学实践能力评价体系,并对各项指标进行统计和权重分析。研究发现,一级指标中专业知识的掌握能力权重最高,说明学生在教学实践中必须具备扎实的专业知识基础;二级指标中师德修养能力权重最高,说明教师的职业道德和修养对学生的培养至关重要;三级指标中学生全面发展的关注能力权重最高,体现了学生综合能力全面发展的重要性。因此,学校应改革课程设置和教学计划,增加实践教学环节;教师应根据培养目标制定具体措施,培养学生各方面的能力,这样才能更好地培养和发展学生的教学实践能力。

基于OBE理念的阶梯式电子技术实验教学改革研究

为了克服传统电子技术实验教学方法单一,学生动手能力和创新能力得不到有效提高等诸多问题,提出一种以OBE教育理念为基础的阶梯式电子技术实验教学策略。该策略将电子技术理论知识贯穿于整个电子技术实验课程中,使每个学生都能从自己掌握的理论基础出发去探索新知识。本文从多方面探讨了如何有效地将现代教育技术手段运用到电子技术实验教学当中,提高学生的综合素质和创新能力。经过推广和实践应用,以OBE理念为基础的阶梯式电子技术实验教学方法不仅可以为电子技术实验教学质量的提高提供启示,也可为电子技术实验教学改革提供参考。

基于OBE理念的产品设计专业CMF设计类课程改革研究--以智能家居产品设计为例

目的为实现培养高素质创新型设计人才的目标,作为产品设计专业的核心课程,CMF设计类课程在培养学生设计思维,理解产品设计中色彩、材料与加工工艺的搭配应用,以及产品规划验收等方面发挥了关键作用。方法基于以成果为导向的教学模式(OBE)理论,结合CMF设计类课程理论与实践并重的特征,从教学内容、教学方式、评价指标和反馈机制进行课程改革,尤其是在智能产品设计教学过程中进行运用,以构建多渠道教学体系。结果OBE理论指导下的CMF设计课程,结合多种教具的应用与游戏化学习体验,能提高CMF设计教学中学生的主观能动性。结论通过OBE教学理论在CMF设计课程的运用,确立学生在课堂的主体地位,激发其对智能化、数字化产品CMF设计的学习兴趣,进而提高课堂效率与教学质量。

基于OBE理念的课程目标达成度评价体系研究——以交通工程专业为例

课程目标达成度作为以学生为中心,注重教学成果产出并客观综合评价教学效果的一项重要指标,直接反映对设定课程目标的实现情况和实施效果。该文以OBE理念为基础,将交通工程专业核心课程交通管理与控制所支撑的毕业要求具体化,建立毕业要求与课程目标间的关系,进而提出该课程的达成度评价方法,并进行达成度的计算和分析,提出相应持续改进措施。

OBE理念融入课程思政构建基础医学总论的效果初探

基于社会需求以培养德才兼备的医学生为成果导向教育(outcome-based education,OBE)融入课程思政构建基础医学总论提供了基础。基础医学总论是内蒙古医科大学五年制临床医学专业卓越医师教改班开设的第一门基础医学课程,具有学时多,教学内容多且不系统,课程难度大的特性。以线上和线下教学平台为载体,基于OBE理念融入课程思政以调整教学方法和手段,为国家培养能肩负“健康所系、性命相托”职责的医学人才,使医学生既具有精湛的医技,还具有“敬畏生命、仁爱至善、坚韧尚行”的医者精神。基于OBE理念融入课程思政构建基础医学总论,克服了学生的学习畏难情绪,增强了教学效果,利于培养德才兼备的医学生。本研究可为今后医学课程教学改革提供参考。

基于OBE理念的分析化学实验课创新教学设计

设计“任务驱动、问题导向、创新发展”教学模式,通过革新教学理念、重构教学模式、线上线下相结合等措施,培养学生创造性思维、实践技能以及全面发展的潜能.

基于OBE理念的农业高校水利类专业人才培养模式改革研究

水利专业属于传统工科专业,各高校在长期教学实践中形成了“以教为中心”的人才培养模式,已经不能满足当代水利行业工程建设与管理的人才要求。自我国加入华盛顿协议以来,我国高校工程教育进入了全新的发展阶段。农业高校水利类专业需兼顾水利工程专业与服务农业特色两方面的要求,在我国智慧水利与智慧农业建设全面开展的大背景下,亟需对传统人才培养方案进行改革。该文从培养目标、课程体系、课程内容及教学方法等方面探讨了基于成果导向教育(OBE)理念的人才培养模式教学改革方案,可为农业类高校水利专业人才培养模式改革提供借鉴。