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OBE(Outcome Based Education,成果导向教育)教学理念已成全球共识,也是工程教育认证的核心理念之一。应用型本科院校定位服务地方产业,培养当地产业需求的应用型人才。案例教学是一种让学生积极主动参与课堂、提升教学效果的有效方式。在食品科学与工程领域,绝大多数案例教学均与食品安全事件有关,而生产实践类案例教学较为缺乏。作者及团队成员在OBE理念指导下,探索开发和实施食品工程类生产实践案例教学的方法。为完善案例教学的实际效果,在夯实学生基础知识的前提下,继续引导学生在某一特定领域开展综合实验、生产实习及毕业论文,打造“基础知识-案例教学-综合实验-生产实习-毕业论文”一体化特色培养体系,进而提升学生专业综合素质,培养高水平应用型人才。
相似文献42.
Outcome-based Education (OBE) is a student-directed learning system that enables learner autonomy, skill development, and life-long learning. Pakistan Engineering Council (PEC) has started implementing OBE in her affiliated engineering institutions at the undergraduate level, being a full signatory of the Washington Accord in 2017. PEC has made it obligatory for all institutions offering engineering degree programs to implement OBE at the undergraduate level. In this regard, the present study investigated the prospects of OBE implementation in the English as Second Language learning classroom of Chemical Engineering students. A quasi-experimental method was adopted to analyze the effectiveness of OBE in ESL learning. A group of 29 students were taught through traditional pedagogy in the first half of the semester and were provided treatment over the second half. Pretest and post-test were conducted to examine the learners’ outcomes for the ESL course for chemical engineering students. The teachers’ beliefs were recorded through semi-structured interviews regarding the prospects and potential challenges to OBE in Pakistan. The quasi-experiment results showed a rise in the students' course learning outcome in the content and skills. The teachers highlighted several challenges to OBE in Pakistan, including lack of training for non-engineering faculty, teachers’ and students’ reluctance to shift to student-centered mode, institutional dictation regarding teaching and assessment, and large classrooms. This work suggests teacher training of non-engineering courses and adopting a unified learning management system. 相似文献
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OBE(Outcomes-Based Education)是"基于学习产出"的教育模式,"以结果导向"是其核心理念。目前被广泛运用于美国、英国、澳大利亚等国家的专业和课程教学实施、以及教学质量保障体系中。工程教育专业所采用的"工程认证"即是该教育理念的具体实施。但"设计学"一直以来因"艺术人文"学科属性和专业特性,OBE教育理念尚未系统性进入到相关学科和专业的人才培养体系中。文章基于未来设计人才全球化培养需求,从OBE的核心理念和实施途径及方法探讨如何开展设计类专业的教育改革:或可参照"工程认证"体系,结合"布鲁姆教育目标分类法",对学生的知识掌握和"学习产出"进行高层次的能力设定,并尝试性提出"设计类"专业补充标准的12项"毕业生品质";探讨如何根据"学习成果目标"构建设计人才能力培养模型;探讨如何构建"能力结构"与"课程体系结构"的映射关系、如何实现"能力目标"与"课程"之间的矩阵关系;以及探讨"基于产出"的教学活动组织与实施、评估体系的建立及改进机制等,并进一步讨论设计专业教育改革的可行性。 相似文献
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Talents training scheme is the fundamental guidance document for the implementation of talents training in universities. In
order to train applied, compound and innovative talents to meet the needs of society, a new talents training plan is researched and de-
signed, which supported by knowledge structure, ability structure and quality structure. The talents training plan is based on OBE ed-
ucation concept, according to national standard and national development strategy, keep up with the development of discipline and
specialty. The goal of personnel training is determined scientifically and reasonably, and the realization matrix is designed. The cur-
riculum system consists of theoretical curriculum system, practical curriculum system and extracurricular innovative practice activi-
ties, which covering the main areas of professional knowledge system. Courses reflecting the frontiers of disciplines, school charac-
teristics and regional characteristics are added as elective subjects. Bilingual course, subject competition and enterprise project prac-
tice are added too. 相似文献
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向模军 《数字社区&智能家居》2020,(12):169-171
成果导向教育(OBE)强调"成果导向""学生中心""持续改进",在课程教学层面实施意义重大.以某农业高职院校软件技术专业的专业核心必修课程《Java面向对象程序设计》为例,在OBE理念指导下,对课程目标、教学内容、方法手段、评价体系等进行改革研究,以期帮助学生在Java课程学习中获得预期学习成果. 相似文献
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以机械工程大类的“机械制图”课程为载体,以成果导向教育(OBE)理念为牵引,以 课内教学为主线,整合和挖掘课外教学资源,依托“互联网+”的技术手段,搭建了基于主动学习 能力培养的“线上线下融合式教学平台”;构建了“课内与课外相结合、线上与线下相结合、必修 课与开放实验课相结合、教师与学生相结合、理论与实践相结合”的全方位立体化制图教学新体 系。经过 7 年的教学实践及逐步完善,适度解决了课内学时有限、生师比高、实践教学欠缺、 课外辅导力量不足、学生学习兴趣不高等长期困扰工程类基础课教学中的难题,收到了良好的 教学效果,为工程类基础课程教学提供改革思路。 相似文献
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在新工科背景下,土木工程专业面临着由传统工科专业向新型土木工程专业转型、升级、改造的问题。结合国内外土木工程行业发展趋势,对传统土木工程专业如何向新型土木工程专业转型、升级进行了探讨,在新工科背景下将OBE教育理念运用到土木工程专业的升级和改造,开展面向新工科的土木工程人才培养方案研究与实践。研究内容包括校企共建"智慧建筑学院";建立面向新工科的人才培养目标与毕业要求;将互联网+、云计算、大数据、智能化、虚拟现实等信息技术、智能化技术,尤其是BIM技术用于多学科交叉的课程体系设置;建立多专业融合的智慧建筑仿真实验中心,构建"3+1"的校企合作教育平台,实现新工科背景下的新型土木工程专业内涵式发展,培养面向未来的新型智慧建筑人才。 相似文献
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新形势下电子信息领域嵌入式人才需要变得高端化、多样化,而工程教育认证的OBE理念以其及时反馈、先进性成为高校学生能力培养的重要机制。本文基于OBE形成性评价机制分析了嵌入式系列课程存在的问题,提出了“3+3”嵌入式系列课程的贯通培养体系,并将递进式协同案例教学方式实践于学生能力培养过程中,促进了嵌入式系列课程间的贯通与衔接,促进了学生的学习兴趣,增强了学生的实践动手能力。 相似文献