OBE教育理念明确提出学生中心、产出导向、持续改进三大原则。文章基于阿坝州少数民族预科英语教学困境,尝试在OBE理念指引下做出教学改革实践,具体表现为:以OBE理念为指导探索毕业要求、人才培养与学科体系之间的层级矩阵关系、修订课...OBE教育理念明确提出学生中心、产出导向、持续改进三大原则。文章基于阿坝州少数民族预科英语教学困境,尝试在OBE理念指引下做出教学改革实践,具体表现为:以OBE理念为指导探索毕业要求、人才培养与学科体系之间的层级矩阵关系、修订课程教学大纲、明确过程化考核的量化指标、融线上教学资源进课堂的混合式教学,翻转课堂 + 第二英语课堂等实践,以期待为同等层次的少数民族地区的高校预科英语教学改革提供点滴经验。The philosophy of Outcome-Based Education focuses on three principles: student-centered, outcomes-oriented and continuous improvement. Based on the plight of English teaching in preparatory education for ethnic minorities in Aba Tibetan and Qiang autonomous prefecture, this paper attempts to make teaching reform practices with the guidance of OBE teaching philosophy, which is embodied in the following aspects: to explore the hierarchical matrix relationship among graduation requirements, talent training and subjects system with the guidance of OBE philosophy, and practices such as revising the curriculum syllabus, defining the quantitative indexes of process assessment, blending online teaching resources into classroom teaching, and flipped classroom + second English classes, in hopes of providing some experience for English teaching reform of preparatory education in colleges and universities in ethnic minority regions at the same level.展开更多
文摘OBE教育理念明确提出学生中心、产出导向、持续改进三大原则。文章基于阿坝州少数民族预科英语教学困境,尝试在OBE理念指引下做出教学改革实践,具体表现为:以OBE理念为指导探索毕业要求、人才培养与学科体系之间的层级矩阵关系、修订课程教学大纲、明确过程化考核的量化指标、融线上教学资源进课堂的混合式教学,翻转课堂 + 第二英语课堂等实践,以期待为同等层次的少数民族地区的高校预科英语教学改革提供点滴经验。The philosophy of Outcome-Based Education focuses on three principles: student-centered, outcomes-oriented and continuous improvement. Based on the plight of English teaching in preparatory education for ethnic minorities in Aba Tibetan and Qiang autonomous prefecture, this paper attempts to make teaching reform practices with the guidance of OBE teaching philosophy, which is embodied in the following aspects: to explore the hierarchical matrix relationship among graduation requirements, talent training and subjects system with the guidance of OBE philosophy, and practices such as revising the curriculum syllabus, defining the quantitative indexes of process assessment, blending online teaching resources into classroom teaching, and flipped classroom + second English classes, in hopes of providing some experience for English teaching reform of preparatory education in colleges and universities in ethnic minority regions at the same level.
