OBE理念下软件工程专业混合式教学质量提升路径研究

摘 要：新工科建设推行数年，软件工程专业的培养却始终绕不开几个老问题：企业希望毕业生到岗就能参与实际项目，课堂却仍以理论讲授为主，学生大多处在被动接受的位置。针对这一落差，本文给出一条可落地、效果可衡量的混合式教学改进路线。该路线以成果导向教育（OBE）为基本框架，由毕业要求反向推导，对培养目标、课程、课堂与考核逐一重新梳理；项目驱动（PBL）作为主线贯穿全程，线上学习、线下研讨和项目实践彼此衔接，整个学期还设有持续的质量跟踪。在一门核心课程上开展一学期对照实践后，实验班学生的课程学习目标（CLO）达成度高于对照班，工程实践、复杂问题求解和团队协作三项的差异尤为明显。从实践结果看，OBE与混合式教学相结合对软件工程专业培养质量的提升是切实有效的，相关做法也可供其他工科专业在课程改革中参考。

关键词：成果导向；软件工程；项目式学习；混合式教学；教学质量评估

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Research on the Path to Enhance Blended Teaching Quality in Software Engineering under the OBE Concept

Abstract: Several years into the new engineering education initiative, software engineering programs still face a familiar set of problems. Industry expects graduates to join real projects from day one, yet classrooms remain lecture-heavy and students largely passive. To close this gap, the paper proposes a blended teaching improvement route that is both workable and measurable. Grounded in Outcome-Based Education (OBE), the route works backward from graduation requirements and revisits program objectives, courses, class sessions, and assessment one by one. Project-Based Learning (PBL) runs through the whole process, linking online study, in-class discussion, and hands-on projects, with continuous quality tracking across the term. A one-semester controlled experiment on a core course shows that the experimental class reaches higher Course Learning Outcome (CLO) attainment than the control class, with the clearest gaps in engineering practice, complex problem solving, and teamwork. The results indicate that combining OBE with blended teaching genuinely improves the quality of software engineering education, and the approach may be referenced by other engineering disciplines in their own curriculum reforms.

Keywords: Outcomes-Based Education (OBE); Software Engineering; Project-Based Learning (PBL); Blended Learning; Teaching Quality Evaluation

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