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.

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.

Teaching Reform and Practice of Embedded System Design Based on Outcome-Based Education

Embedded system design is the core course of the telecommunication major in engineering universities,which combines software and hardware through embedded development boards.Aiming at the problems existing in traditional teaching,this paper proposes curriculum teaching reform based on the outcome-based education(OBE)concept,including determining course objectives,reforming teaching modes and methods,and improving the curriculum assessment and evaluation system.After two semesters of practice,this method not only enhances students’learning initiative but also improves teaching quality.

Discussion and Practice on Talent Cultivation Model Based on OBE Concept in Veterinary Medicine Graduate Education

To address the challenges in training veterinary master’s students,it is essential to align with the core objectives of veterinary graduate education.This involves focusing on faculty development,course design,innovative teaching methods,university-industry collaboration,and reforming the evaluation system.By applying the outcome-based education model,new approaches to veterinary graduate training can be developed,particularly for applied talent development in agricultural universities serving local communities.This innovative model emphasizes ideological and political education,aiming to enhance students’abilities in knowledge and practical innovation,preparing them to be well-rounded professionals.The goal is to cultivate senior veterinary experts who are not only skilled in academic research and scientific inquiry but also committed to advancing agriculture,rural areas,and supporting rural revitalization.This approach provides a valuable framework for fostering highly qualified graduates who are both technically proficient and socially responsible.

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.

On High-School Students’Translation Education From the Perspective of OBE

This study takes high-school translation practices as examples to investigate the current problems in high-school translation teaching.Using OBE(Outcome-Based Education)as the guiding theory,this study explores the measures to improve students’knowledge,ability,and emotion in translation education,in order to provide some ideas for high-school translation teaching.

基于OBE理念的海洋工程专业研究生创新能力培养体系改革

新时期的海洋工程具有典型的科技密集型产业特征,需要多学科交叉的知识背景。该文针对现有海洋工程专业研究生教育培养体系的不足,结合海洋强国战略实施对海洋工程专业人才培养的新要求,利用OBE(Outcome-based Education,OBE)教学理念,从课程群建设、教学方法以及评级体系三方面,提出一套多学科深度交叉融合的人才培养体系改革方案,对国内诸多高校海洋工程专业教学改革方案及培养模式的制定具有直接参考价值,对其他专业教学改革具有一定的示范和辐射推广作用。

基于OBE的团队导学式研究生培养模式探索——以地方新增硕士点院校为例

地方新增硕士点院校研究生培养面临诸多挑战,培养模式的创新与实践是提升其人才培养质量的关键。该研究在分析地方新增硕士点院校研究生培养现状的基础上,遵循OBE教育理念,设计“全员参与、全要素投入、全过程管理”的研究生培养体系,构建“团队培养+互助学习”的团队导学式研究生培养模式,从培养目标设定、课程体系构建、教学设计和评价反馈四个维度入手,实现“产出导向、学生为本、持续改进”的闭环管理、螺旋递进与质量为先。

基于OBE教育理念的“Hadoop系统应用”课程建设研究

“Hadoop系统应用”是2019版人才培养方案中的核心专业课程,以先进的OBE教育理念为理论指导,通过以学生为中心、移动实验教学、以过程性评价为主等手段解决了教学重点问题,从明确课程目标、总体教学设计、优化课程内容、创新教学方法、充实课程资源、注重过程性考核评价等方面依次实施课程建设方案,采用线上线下混合式教学模式,依托超星学习通平台进行了3年多的课程资源建设和应用,取得了较好的应用效果。其中,“Hadoop系统应用”课程教学以OBE教育理念为指导,将案例教学法和翻转课堂等教学方法改革作为抓手,进行了实验环境、授课模式、考核方式等方面的教学创新改革,并提出了下一步建设计划。

基于OBE理念背景下民办高校教学督导工作实践路径探析

通过对OBE理念进行概述,明确其定义与内涵,并分析其在教育领域的广泛应用。深入分析了当前民办高校教学督导工作的现状,指出了存在的问题,并借鉴OBE理念提出了改进民办高校教学督导工作的实践路径。

OBE理念下医学导论课程思政教学路径探索

以医学导论课程为例探索基于成果导向教育(Outcome-based Education,OBE)理念,将中华优秀传统文化融入思政教育的教学模式。以医学导论课程为例,在OBE理念的指导下,以产出为导向,逆向设计原有课程的教学模式,正向实施教学计划,让思政育人贯穿教学全环节;以思政教育为核心内容的导向,提取优秀传统文化的核心思政元素,建设教学案例库,体现课程思政育人价值;以学生为中心,创新教学方法,采用“线上+线下”双线混融式教学模式和“临床培养基地+理论教学基地”双基地直通车式教育实践模式,真正实现德育的有机融合;以评价为依据,采用“2+3+4”全过程评价体系,实现持续改进,持续提升思政育人效果。探索优秀传统文化教育要素的挖掘和思政资源库建设的有效途径,构建思政课程资源融入传统文化的教育模式,以提升其在课程建设及人才培养质量上的应用价值。

OBE理念下草类植物种子学课程思政建设与实施

草类植物种子学作为草学专业的一门专业基础课,兼具理论性与实践性,直接服务于草业生产实践,是草种业人才培养的核心课程和桥梁课程。在“种业振兴”国家重大战略需求的背景下,根据新农科建设的内涵,以OBE教学理念为指导,进行了草类植物种子学课程教学改革和思政元素挖掘。针对传统教学过程中存在的问题,从教学目标、教学内容、教学方式、教学情境和教学评价5个方面进行改革和思政建设,以期提高教学质量,为培养德智体美劳全面发展的高素质复合型种业人才奠定基础。

数字中国智慧教育背景下基于OBE理念的CCBL在病理生理学教学中的实践研究

在数字中国智慧教育背景下,基于能力导向理论,探讨临床病例(CCBL)教学在病理生理学教学中的应用及成效。在新教学模式引导下,突出病理生理学理论与临床之间的对接与融合,注重学生临床高阶思维和综合能力的培养,将思政元素有意识地融入教学实施过程。利用现代信息技术,充分发挥中国大学慕课、超星等平台的教学资源优势,并对学生学习过程中的行为数据进行收集。分析结果显示,该教学模式有助于提高学生的自主学习能力,增强创新意识,有利于培养学生的评判性思维和职业情感,拓展其临床思维,为相关学科教学改革提供了实践思路与经验。

基于OBE理念的学前教育专业课程教学改革路径探究——以“学前教育研究方法”为例

课程是人才培养的重要载体,其建设水平直接关系到人才培养的质量。OBE教育理念为学前教育专业课程改革提供了新的思路和方向。在OBE教育理念的指导下,学前教育专业课程建设更加突显实用性、实践性、合作性、灵活性。在课程目标设计上,强调“立德树人”“学以致用”“以发展为本”。在课程内容选择上,回应社会热点和现实关切,体现学术研究的逻辑结构和思维范式,立足学生的现实需求,着眼于长远发展。在课程实施上,从“先教后学”转变为“先学后教”,从“教师一言堂”转变为“师生共生共长”,从“拘泥于教室”转变为“场域多元”。在课程评价上,强调评价主体的多元化、评价形式的实操化以及过程性和终结性评价的有机结合。

Teaching Reform of Environmental Engineering Microbiology Based on OBE Concept in the Context of New Engineering Disciplines

In response to meeting the needs of cultivating applied talents in the construction of new engineering disciplines,based on the concept of Outcome-Based Education(OBE),this study analyzes the problems existing in the teaching of the course Environmental Engineering Microbiology,and put forward some corresponding curriculum reform schemes.According to the target points of professional graduation requirements,the scheme proposes revising the syllabus of Environmental Engineering Microbiology,clarifying the curriculum objectives,updating the teaching content,and reforming the teaching methods.Through these measures,it is intended to achieve the unity of teachers way of"teaching"and students way of"learning",construct a new teaching mode,fully stimulate students subjective initiative,and enhance students innovative consciousness and practical ability.Besides,in this study,a"whole process-diversification"evaluation system is established to comprehensively evaluate students performance in theoretical knowledge learning and practical application,comprehensively evaluate students learning situation,and analyze the teaching effect in real time,so as to achieve continuous improvement,and ultimately achieve the goal of improving classroom quality.

基于OBE的问题式教学在师范生课程教学中的实践探索——以“中国地理”为例

师范生既是学生又是职前教师,因此师范生培养既要提升其学科素养,又要训练其教学技能。文章以“中国地理”课程教学为例,基于OBE理念,以学生为中心,通过树立主动学习理念、构建课程内容框架、实践探索逐级训练、开展多元综合评价等策略,探索问题式教学在师范生课程教学中的实践应用,既让师范生掌握“为什么学”“学什么”“怎么学”和“学得怎样”,培养了师范生的地理核心素养,又让师范生把握“为什么教”“教什么”“怎么教”和“教得怎样”,提升了师范生的地理教学技能,有效提高了地理师范生的培养效果。

基于OBE教育理念的高职英语教学模式探究

OBE教育理念是一种以学习成果为导向的先进教育理念,提倡以学生发展为中心,根据学生的学习能力、认知水平、发展特征进行教学设计,实施教学过程。文章通过对高职英语教学现状的分析,探究OBE教育理念融入英语教学的重要性,指出高职院校应明确课程目标、更新教育理念,注重以学生为主体、以需求为导向,优化教学内容、重视教学过程,完善评价体系、落实育人目标,探索基于成果导向教育理念的高职英语教学模式。

OBE理念下生成式人工智能赋能“程序设计”课程教学创新研究

基于OBE理念,文章针对当前“程序设计”课程教学中存在的问题,探讨了生成式人工智能在教学全过程中的有机融入,阐述了其典型应用场景,并分析了引入生成式人工智能可能面临的风险与挑战,提出了相应的应对措施,为“程序设计”课程的建设与改革提供参考和借鉴。

OBE-CDIO模式下地学仪器方向研究生双创能力培养体系研究

当前我国多数高等工科院校的研究生双创教育所采用的传统模式已经不能满足时代需求。本文开展OBE-CDIO模式下研究生双创能力培养体系研究与实践,基于成果导向的发展策略,结合CDIO理念构建研究生五维融合双创培养平台,辅以OBE理念反馈优化该平台,全面构建具有反向设计、正向实施特色的双创人才培养体系。以东华理工大学仪器仪表工程方向在研究生双创能力培养方面的改革成果说明,OBE-CDIO模式能够为特色专业研究生双创能力培养模式的探索提供参考经验。

OBE教育理念下工程制图课堂教学效果提升策略

工程教育专业认证背景下土木工程专业优化调整,将OBE教育理念融入工程制图课程建设。通过分析工程制图课程特点及教学现状,探索以学生为中心的互动式教学模式,并在教学过程中融入思政元素,从课程思政元素融入、现代科技的应用、理论联系实际的能力等方面构建以“学以致用、责任担当”“问题启发、互动实践”为特色的课堂教学,从而有效提升课堂教学效果。