基于OBE理念的计算机基础课程融合探究
摘 要：信息技术已经深入高校教学、科研和专业实践，大学生所需要的计算机能力也由单纯的工具操作逐渐转向知识理解、技术应用和问题解决。面对传统计算机基础课程中教学目标较为笼统、学生基础差异明显以及评价方式偏重结果等问题，本文结合OBE（Outcome-Based Education）理念，对大学计算机基础课程的教学组织进行分析。文章从OBE的基本含义和发展情况入手，讨论成果导向对课程目标、教学内容、课堂活动和评价机制的影响，并进一步从分层教学、专业化教学和案例实践等方面探讨课程改革的实施思路。研究认为，课程改革的重点并非简单增加教学内容，而是围绕学生最终能够获得的能力重新安排教学过程，使目标、教学活动和评价形成较为清晰的对应关系。该思路能够增强计算机基础课程与学生专业学习之间的联系，也为不同基础学生提供更具针对性的学习路径。
关键词：OBE理念；大学计算机基础；课程改革；教学设计；分层教学
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Exploration on the Integration of OBE Concept into Computer Foundation Courses
Abstract: Information technology has become closely connected with teaching, research, and professional practice in universities. Accordingly, the computer skills expected of undergraduates are no longer limited to basic tool operation, but increasingly involve understanding knowledge, applying technology, and solving practical problems. However, conventional computer foundation courses still have difficulties such as relatively general teaching objectives, considerable differences in students’ previous knowledge, and an assessment system that tends to emphasize final results. This paper applies the OBE concept to the teaching of university computer foundation courses and reconsiders how such courses are organized. The discussion begins with an overview of OBE and its development, followed by an examination of changes that may be made to course objectives, learning materials, classroom activities, and assessment. Attention is also given to several practical options for course reform, such as teaching students at different levels in different ways, linking basic computer instruction with their fields of study, and using practical cases in class. From this perspective, the key to reform lies not in adding more material to the syllabus. What matters more is whether the teaching arrangements correspond to the abilities students are expected to develop by the end of the course. When the objectives, classroom work, and assessment are planned in relation to one another, students can better understand the practical value of what they learn. This also makes it easier to connect computer foundation courses with students’ major-related learning and to accommodate differences in their existing computer skills.
Keywords: OBE Educational Concept; Computer Basics; Teaching Design; Tiered Teaching; Assessment Mechanism
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