“生物工程下游技术”课程OBE教学创新实践  

OBE Teaching Innovation Practice of Bioengineering Downstream Technology

作　　者：夏艳秋 朱强 吴少杰 孙颖颖 郭雷 Xia Yanqiu;Zhu Qiang;Wu Shaojie;Sun Yingying;Guo Lei(School of Marine Food and Bioengineering,Jiangsu Ocean University,JiangsuLianyungang 222005)

机构地区：[1]江苏海洋大学海洋食品与生物工程学院,江苏连云港222005

出　　处：《科技风》2024年第8期101-103,共3页

基　　金：教育部2022年产学合作协同育人项目(22097091302635);江苏海洋大学2020年课堂教学改革专项(KTJG2020-05);江苏海洋大学2021年本科教育教学改革专项(JGX2021056);江苏海洋大学2022年党建与思想教育研究专项(DS202244);江苏海洋大学2023年校级一流课程培育建设项目(550900720232224)。

摘　　要：针对课程教学中存在的“痛点”问题,课程组遵循以学生为中心、成果导向及持续改进三个特点的OBE教学理念,重点在教学设计、教学实施及教学评价三个方面创新突破,实现了课程与课程体系、全面育人及实践创新三个目标的有机衔接。实践表明,“三点三破三目标”创新模式(简称“333”模式)不仅解决了教学“痛点”问题,并且深化思政育人,全面提升了学生的实践创新能力。In response to the"pain points"existing in course teaching,the course team follows the"OBE"teaching philosophy with three characteristics:student-centered,outcome-oriented and continuous improvement,focusing on innovative breakthroughs in three aspects:teaching design,teaching implementation and teaching evaluation,achieving the organic connection between the three goals of curriculum and curriculum system,comprehensive education and practical innovation.Practice has shown that the"Three Points,Three Breaks and Three Goals"innovative model(referred to as the"333"model)not only solves the"pain point"problem of teaching,but also deepens ideological and political education,and comprehensively improves students'practical innovation ability.

关 键 词：生物工程下游技术 OBE 教学创新 “333”模式 

分 类 号：G64[文化科学—高等教育学]