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.

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.

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.

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 of the Course “Taishan Cultural Communication with the World” under Blended Learning Model and Outcome-Based Education Concept

The course “Taishan Cultural Communication with the World” has been online and offline teaching and learning for two terms based on the theoretical ideas: Blended Learning and Outcome-Based Education. This paper uses the data from one semester to state how to carry out the program and the good results. At the same time disadvantages are also the points that should be taken into consideration. From the teaching and learning practice, students have benefited from the online videos, complementary materials and discussions;they need to be guided as well, especially the guidance offline to make up. Furthermore, the balance of time online and offline is a great challenge.

Research on the Reform of“Traditional Chinese Medicine Nursing”Teaching Based on the Concept of Outcome-Based Education

Continuously evolving teaching concepts and the adoption of diverse teaching methods have led to outcome-oriented education becoming a fundamental focus of teaching reform in colleges and universities.In this article,the“Traditional Chinese Medicine Nursing”course is used as an example to discuss the reform of education based on the concept of outcome-based education,with the purpose of improving students'learning outcomes and practical skills.

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.

Discussion on the Effect of"Outcome-based Education"in Higher Vocational Teaching Reform

Sydney Agreement for Higher Vocational Colleges is one of the most important accreditation standards in the internationalengineering education and engineering system, and outcome-based Education (OBE) is one of the key concepts of the SydneyAgreement. In Outcome-based Education, learning outcomes refer to the teaching outcomes clearly displayed in the teachingprocess and after the completion of teaching. Outcome-based education is to use a comprehensive approach to organizing andoperating an education system. Therefore, the reform of Outcome-based Education in higher vocational colleges must also be asystematic improvement. In the process of constructing the quality assurance system of Higher Vocational Colleges in our country,we should clearly establish action-oriented learning outcomes rather than subject-oriented learning outcomes, and design our ownquality assurance system of higher vocational colleges based on this guiding ideology. Understanding the ideological origin ofoutcome-based education concept and its organizational mechanism of connotation, studying practical operation principles andpractical development are of great practical significance for rationally grasping the appropriateness of the localization of outcomebasededucation and promoting the quality and internationalization of higher vocational education.

Local Wisdom-Based Character Education Model in Elementary School in Bantu1 Yogyakarta Indonesia

This study aimed at developing the integrated character education model based on local wisdom in elementary schools in Bantul, Yogyakarta, Indonesia. The method used was the model proposed by Borg and Gall. This research has been in 7th step of 10 steps. The data were collected through Focused-Group Discussion （FGD）, questionnaire distribution, and observation. The data were analysed qualitatively and quantitatively. The data then were validated by using content validation. Meanwhile, the qualitative data were validated through triangulation. The model consists of three main topics： （1） batik making on pottery piggie banks which integrates creativity, determination, and responsibility; （2） traditional song called ＂Cublak-cublak Suweng＂ integrating knowledge loving value, honesty, and responsibility; and （3） traditional game and song ＂Gundhul-gnndhul Pacul＂ integrating some values such as modesty, carefulness, and cooperation. This research needs to be continued to the next step, namely： field testing, finishing, deissemination, and implementation.

An Analysis of Liberal Education in Western Culture

Through an analysis of liberal education’s definitions and characteristics in western culture, some suggestions towards China’shigher education are put forward in the end of the paper, with the hope that improvement and innovations would occur in the Chinesehigher learning system.

International Chinese Language Education and Building a Community of Shared Future for Mankind

Human society is now confronted with a variety of threats.Given that,the idea and initiative of building a community of shared future for mankind is positively echoed by people around the world.Accordingly,international Chinese language education should play an active role in building a community of shared future for mankind,which is determined by the mission and nature of this educational cause.The idea of building a community of shared future for mankind points a right way for the development of international Chinese language education,injects new vigor to this cause,and also creates a more friendly and favorable external environment.International Chinese language education should help facilitate the building of a community of shared future for mankind and contribute Chinese wisdom to the common progress of mankind in the new era.

Application Practice of OMO Teaching Mode of"Two Courses,Three Links and Two Main Subjects"Based on the Wisdom Tree Platform

The shared course and flipped course of Modern Educational Technology were constructed and applied based on the wisdom tree platform.The OMO teaching mode of"two courses,three links and two main subjects"was constructed according to the course teaching practice,and the teaching practice was carried out.The main teaching links and teaching quality assurance system of the mode were expounded and the application effect was analyzed from the three aspects of student evaluation,course performance and course goal achievement value.The problems in the application of the mode were discussed,and some improvement measures were put forward from the aspects of students,teachers and schools.

数智赋能智慧教育的变与不变之道

数智技术的出现,为教育带来新的可能性,将持续推动教育领域的深刻变革。在数智技术赋能教育数字化转型的背景下,智慧教育代表着未来教育发展的趋势。智慧教育借助数智技术的力量,跨越传统课堂教学的界限,引领着教育领域向全新的学习模式和教育观念转变。基于这样的时代背景,厘清技术影响下教育的发展规律,探讨数智赋能智慧教育的变与不变之道,有助于数智技术高效地推动教育的向好发展。首先,解构教育数字化转型背景下教育的变与不变,厘清这个问题,有助于教育从业者更好地坚守初心、把握机遇、顺应变革。然后,在深入论述智慧教育带来教育之变的基础上,探讨智慧教育的未来范式,即人机协同学习、高意识学习、智慧学习生态化和新质人才培养范式。最后,提出应对数智时代教育变革的策略:教育契约从集权管理向民主治理转变;教育文化从自囿因袭向开放创新转变;思维品质从固化心态向成长心态转变;教学模式从教为中心向学为中心转变;教育目标从知识本位向能力本位转变;供需关系从供给主导向需求主导转变;教育规制从阶段学习向终身学习转变;教育架构从谱系结构向泛在生态转变。

“智慧+”背景下畜牧兽医新农科人才培养与实施路径

随着“互联网+”、人工智能时代的到来,新农科建设“三部曲”等国家重大战略部署的落地实施,越来越多的先进技术推动着畜牧业的发展,促进畜牧业生产力的变革,这对涉农院校畜牧兽医人才培养提出了深层次的要求。阐述了当前畜牧兽医人才培养模式中存在的问题,“智慧+”背景下畜牧兽医新农科人才跨学科培养的紧迫性,并提出了构建“智慧+”背景下多学科融合的畜牧兽医新农科人才培养模式的路径与措施。

全程、全方位、彰显实践智慧——小学教育专业本科师范生实践教学体系的构建

实践教学体系的构建源于教育教学改革的需要,是培养高素质教师队伍的关键环节。确立实践教学目标的新理念应以技能训练为基本目标,以反思能力的培养为核心目标,以增强专业认同为情感目标,设计实践教学体系要以师范生身心发展规律为基础,以未来教师的应然素养为模型,并突出对反思能力的培养。实践教学体系的构建要贯穿整个师范生培养阶段,要能全方位培养师范生的多项能力,要彰显实践智慧的培养。实践教学体系的构建与对教师职业的理解有关,当前应尤为注重实践教学在发展能力方面的功用。

人机共智驱动下的教师教学智慧:价值意蕴、作用机理与生成路径

在生成式人工智能高速发展与人机协同不断演进的时代中,如何正确审视人类教师与智能机器之间的关系,推动教育数字化转型,成为研究者关注的重点问题。围绕此问题提出人机共智理念,重新梳理教学智慧概念,并提出转识成智与转技成智两条衍生脉络。以“符号、意义、价值”的逻辑关系构建人机共智驱动下教学智慧的加工过程,并从智慧主体、教育资源、教育场景与教育评价四个维度剖析作用机理,从教学形态、教师培训、伦理风险三个角度提出生成路径,倡导关注人机关系中的真善美。人机共智驱动下教师教学智慧概念的提出有助于推动生成式人工智能在教学中深入落地,同时减少强人工智能带来的潜在伦理风险。

基于共识性范式反思的科学本质教育研究

科学本质教育是科学教育的重要内容,也是做好科学教育加法的认识论基础。基于对共识性范式的反思,我国的科学本质教育亟须重视科学本质的争议性、动态性、关联性特征,帮助学生形成真实、完整的科学图景,连贯深入地理解科学,建构完善的科学本质认知网络。立足我国现状,借鉴国际经验,科学本质教育应协同认知诊断技术和教育神经科学方法,对大、中、小学一体化考虑,深刻揭示科学本质认识的纵向发展轨迹;利用网络分析技术,统筹规划知识、能力和科学本质,建构科学本质的横向整合模型;以学习进阶为理论基础,统领科学本质的纵向发展与横向整合,建立发展路径明确、内涵结构清晰的科学本质教育模型。

转实成智:在实践中探索和运用高等教育理论

理论是一种理性认识,其本质来源于实践。实践是理论的基础,实践为理论的产生和发展提供了动力和源泉,实践也是检验理论是否正确的唯一标准。教育理论来源于教育实践,教育研究要立足实践,在实践中洞察问题,善于发现问题,研究问题,解决问题。在研究中不仅要有理论指导,而且要有实践智慧。在实践和研究中,需转实成智,形成实践智慧,并运用实践智慧展开研究。譬如,从关系中揭示事物的本质,在综合中创造,在转化中深化,等等。教育研究还需回归实践,改进实践,要运用从实践研究中得出的新认识、新理论来指导未来实践。这种指导,要针对未来实践的状态和要求,如需要达到的目标、解决的问题,师生的诉求、社会的要求,以及解决问题行之有效的途径、方法,等等。

基于循证教育学的智慧化教学路径与方法

新兴技术为现代教育注入了强大的驱动力,多学科交叉为教育研究和实践带来新的方法和视角.然而,技术需服务于需求,方法需对应于具体的应用场景.智慧化教学需要最优的方法,即最佳的证据解决教育教学中的问题,不论是教学策略的实施或是教学政策的制定都应有证可循,依证实践.研究阐述了循证教育的内涵及理论基础,分析了基于循证的智慧化教学主体,说明了智慧化教学中循证的方法与步骤,指出基于循证的智慧化教学特征,提出基于循证的智慧化教学与管理平台的架构和系统组成.智慧化教学的路途漫长且艰辛,希望研究成果为智慧化教学添加一片新瓦.

作为艺术的教学:爱与智慧——对话詹姆斯·加里森教授

现代教育常常以智力发展为优先而忽视情感、欲望等个体的主观感受。詹姆斯·加里森教授通过梳理西方知识传统,指出对各种爱和欲望的关注从柏拉图开始就是和智慧的获得紧密联系在一起的。渴望真正善的爱欲教育是实践智慧所必需的,实践推理是充满激情的理性。杜威继承了这一思想并发展出反对二元对立的一元论。正是因为这一点,杜威的思想与强调整体论的东方儒释道思想是相通的。对于教师来说,情感是身心智统一的一个子功能。因此,教师必须引导自己的爱欲来渴求对自己和对学生真正有益的东西。教师忽视自身与学生的情感和心灵会带来功能性失调,这会损害教师和学生的艺术性的、创造性的表达和道德发展。