基于OBE (Outcome-Based Education)理念的家具设计课程教学模式及其考核体系改革研究,是当前高等教育改革的重要方向之一。在家具设计课程中,引入OBE理念并进行教学模式和考核体系的改革对于提升学生的设计能力、实践能力和创新思维具...基于OBE (Outcome-Based Education)理念的家具设计课程教学模式及其考核体系改革研究,是当前高等教育改革的重要方向之一。在家具设计课程中,引入OBE理念并进行教学模式和考核体系的改革对于提升学生的设计能力、实践能力和创新思维具有重要意义。基于此,文章分析了家具设计课程教学模式及其考核体系改革问题的提出,探讨了借鉴OBE理念进行家具设计课程教学模式及其考核体系改革的可行性,并从教学目标设定、教学内容与方法改革及实践教学三个方面阐述了OBE理念在家具设计课程教学中的应用,提出了OBE理念下家具设计课程考核体系的构建方法,以及考核体系改革的具体措施,并针对当下实际情况提出展望,以期为家具设计课程教学模式及其考核体系改革的进一步完善与优化提供参考和借鉴。Research on the teaching mode of furniture design courses and the reform of its assessment system based on the concept of OBE (Outcome-Based Education) is one of the important directions of the current reform of higher education. In furniture design courses, the introduction of the OBE concept and the reform of the teaching mode and assessment system are of great significance in improving students’ design ability, practical ability and innovative thinking. In light of this, this paper first analyzes the issues raised by the teaching mode and assessment system reform of furniture design courses, then explores the feasibility of adopting the OBE concept in reforming the teaching mode and assessment system of furniture design courses. Furthermore, it elaborates on the application of the OBE concept in furniture design course teaching from three aspects: setting teaching objectives, reforming teaching content and methods, and practical teaching. Subsequently, the paper proposes methods for constructing the assessment system for furniture design courses under the OBE concept, as well as specific measures for reforming the assessment system. Finally, based on the current situation, the paper offers an outlook, aiming to provide reference and insights for further improving and optimizing the teaching mode and assessment system reform of furniture design courses.展开更多
德国全科医师的培训制度经过多年的探索和完善,目前已经形成了一套系统化、规范化、科学化的教学及考核评价反馈体系。我国全科医师培训起步晚,亟待规范、完善和发展。本文梳理了在德国学习全科医学培训时期的模式和考核体系,德国全科...德国全科医师的培训制度经过多年的探索和完善,目前已经形成了一套系统化、规范化、科学化的教学及考核评价反馈体系。我国全科医师培训起步晚,亟待规范、完善和发展。本文梳理了在德国学习全科医学培训时期的模式和考核体系,德国全科医师培养采用以CanMEDS框架(Canada Medical Education Direction System)为基础的学习模式,采用反馈-培训机制,通过建立可信任的专业活动(EPAs),来落实核心能力导向的医学教育训练与评估,常用的考核方式主要为标准化病人(SP)考核和直接观察操作技能考核(DOPS),这对我国的全科培训制度的完善有很好的借鉴意义。展开更多
文摘基于OBE (Outcome-Based Education)理念的家具设计课程教学模式及其考核体系改革研究,是当前高等教育改革的重要方向之一。在家具设计课程中,引入OBE理念并进行教学模式和考核体系的改革对于提升学生的设计能力、实践能力和创新思维具有重要意义。基于此,文章分析了家具设计课程教学模式及其考核体系改革问题的提出,探讨了借鉴OBE理念进行家具设计课程教学模式及其考核体系改革的可行性,并从教学目标设定、教学内容与方法改革及实践教学三个方面阐述了OBE理念在家具设计课程教学中的应用,提出了OBE理念下家具设计课程考核体系的构建方法,以及考核体系改革的具体措施,并针对当下实际情况提出展望,以期为家具设计课程教学模式及其考核体系改革的进一步完善与优化提供参考和借鉴。Research on the teaching mode of furniture design courses and the reform of its assessment system based on the concept of OBE (Outcome-Based Education) is one of the important directions of the current reform of higher education. In furniture design courses, the introduction of the OBE concept and the reform of the teaching mode and assessment system are of great significance in improving students’ design ability, practical ability and innovative thinking. In light of this, this paper first analyzes the issues raised by the teaching mode and assessment system reform of furniture design courses, then explores the feasibility of adopting the OBE concept in reforming the teaching mode and assessment system of furniture design courses. Furthermore, it elaborates on the application of the OBE concept in furniture design course teaching from three aspects: setting teaching objectives, reforming teaching content and methods, and practical teaching. Subsequently, the paper proposes methods for constructing the assessment system for furniture design courses under the OBE concept, as well as specific measures for reforming the assessment system. Finally, based on the current situation, the paper offers an outlook, aiming to provide reference and insights for further improving and optimizing the teaching mode and assessment system reform of furniture design courses.
文摘德国全科医师的培训制度经过多年的探索和完善,目前已经形成了一套系统化、规范化、科学化的教学及考核评价反馈体系。我国全科医师培训起步晚,亟待规范、完善和发展。本文梳理了在德国学习全科医学培训时期的模式和考核体系,德国全科医师培养采用以CanMEDS框架(Canada Medical Education Direction System)为基础的学习模式,采用反馈-培训机制,通过建立可信任的专业活动(EPAs),来落实核心能力导向的医学教育训练与评估,常用的考核方式主要为标准化病人(SP)考核和直接观察操作技能考核(DOPS),这对我国的全科培训制度的完善有很好的借鉴意义。
