OBE理念视域下公益活动实践课程教学提质增效的探索性因子分析  

作　　者：吴仁伦[1] 

机构地区：[1]中国矿业大学(北京)能源与矿业学院,北京100083

出　　处：《高教学刊》2024年第9期85-88,共4页Journal of Higher Education

基　　金：2021年煤炭行业高等教育研究重点课题(2021MXJG077);中国矿业大学(北京)2021年本科教育教学改革与研究项目重点项目“公益活动(采矿工程)实践课程建设”(J21ZD04);2019年北京高等教育本科教学改革创新项目“新工科背景下能源类创新人才培养模式改革探索”(京教函〔2019〕552号)。

摘　　要：K大学采矿工程专业的公益活动实践课程通过观察不同年级的两组大学生在公益行为发生前后的个体参与态度及行为倾向、认知获得两个方面的变化情况,探讨如何提高课程的参与主动性和教学实效性。从OBE教育理念的视角出发,采用相关性分析和探索性因子分析,得出个体认知获得与参与态度及行为存在正向相关关系,得到个体参与态度与行为倾向的公共因子“参与倾向”和个体认知的公共因子“认知获得”,代替观测个体实际参与行为和需要第三方评价的原有课程评价体系,作为特征因子参与课程教学提质增效的研究,并建立综合评价模型用于量化分析。The practice course of public welfare activities majoring in Mining Engineering at K University explores how to improve the participation initiative and teaching effectiveness of the course by observing the changes of two groups of college students in different grades in the two aspects of individual participation attitudes and behavioral tendencies and cognitive acquisition before and after the occurrence of public welfare behavior.From the perspective of the concept of OBE education,correlation analysis and exploratory factor analysis are used to obtain a positive correlation between individual cognitive acquisition and participation attitude and behavior.The public factor"participation tendency"of individual participation attitude and behavioral tendency and the public factor"cognitive acquisition"of individual cognition are obtained,replacing the original curriculum evaluation system that observes the actual participation behavior of individuals and requires third-party evaluation.As a feature factor,they participate in the research of improving the quality and efficiency of curriculum teaching,and establishes a comprehensive evaluation model for quantitative analysis.

关 键 词：公益活动实践 参与态度 行为倾向 认知获得 OBE理念 

分 类 号：G640[文化科学—高等教育学]