基于OBE理念的专业实验课程评价体系探析--以食品科学与工程专业“专业综合大实验Ⅰ”课程为例  

Evaluating the System of Professional Experimental Courses under the Outcome-based Education

作　　者：鞠磊[1] 董平[1] 付晓婷[1] 李振兴[1] JU Lei;DONG Ping;FU Xiaoting;LI Zhenxing(College of Food Science and Engineering,Ocean University of China,Qingdao,Shandong 266003,China)

机构地区：[1]中国海洋大学食品科学与工程学院,山东青岛266003

出　　处：《农产品加工》2023年第21期119-122,共4页Farm Products Processing

基　　金：山东省本科教学改革研究面上项目“基于‘主动课堂、角色互换’的自主创新能力引导型‘新工科’实验教学改革研究与实践--以‘食品科学与工程专业综合大实验’为例”(2021年);中国海洋大学本科教育教学研究一般项目“基于OBE理念的‘专业综合大实验Ⅰ’课程评价体系设计与实践”(2021年);山东省本科教学改革研究重点项目“食品科学与工程专业虚拟教研室的构建与运行机制探索”(2021年)。

摘　　要：在“双一流”学科建设及“工程认证”的双重背景下,针对高校实验课程在评价体系上存在不被重视、缺少过程性评价、评价标准单一及仅以教师作为评价主体等问题,以OBE理念为指导,打破国内众多高校在实验课程评价中存在诸多问题的局面,中国海洋大学食品科学与工程专业对开设近6年的“专业综合大实验Ⅰ”进行课程评价体系改革,以期达成更好的教学评价、实现更好教学效果的目的。结合“专业综合大实验Ⅰ”支撑毕业要求情况及授课实际状况,建立集“形成性评价”与“终结性评价”于一体的课程评价体系,积极地促进学生和教师的发展。Under the dual background of Double First-Class initiative and Engineering Certification request,this paper addresses the problems of the evaluation system of university experimental courses,such as the lack of commitment and process evaluation,with simple evaluation criteria,as well as only teachers as the main object of the evaluation.In this paper,the OBE concept was used as a guide to address the situation that many universities in China had numerous problems in the evaluation of laboratory courses.The Food Science and Engineering Department of Ocean University of China(OUC)had reformed the course evaluation system of Comprehensive Professional Experiments I,which has been in operation for nearly six years,with the aim of achieving better teaching evaluation and better teaching effectiveness.Considering the requirements of the course to support graduation and the actual situation of the lectures,the course evaluation system,which integrates“formative evaluation”and“summative evaluation”was established to actively promote the development of students and teachers.

关 键 词：OBE 实验课程 工程认证 课程评价 达成度 

分 类 号：G642[文化科学—高等教育学]