A Practical Case of Teaching Evaluation Reform Based on the Concept of OBE -- Take the "Prison Informatization Project Management" as an Example

Li Haixia

doi:doi:10.11648/j.si.20251304.12

Research Article |

| Peer-Reviewed

A Practical Case of Teaching Evaluation Reform Based on the Concept of OBE -- Take the "Prison Informatization Project Management" as an Example

Li Haixia^*

Published in Science Innovation (Volume 13, Issue 4)

Received: 20 June 2025 Accepted: 8 July 2025 Published: 23 July 2025

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

This teaching model centers on the OBE (Outcome-Based Education) concept, closely aligns with the practical needs of the Prison Science and Technology Department, and builds an "Internet + Curriculum Ideology and Politics" education system through in-depth collaboration with the prison industry. The team has conducted in-depth research on the entire workflow of prison science and technology work, decomposed the work tasks of the Science and Technology Department into 8 major modules such as intelligent security operation and maintenance and data research and analysis, and refined 23 core professional competence indicators, which serve as the framework for developing curriculum content featuring "simultaneous cultivation of morality and ability, integration of academic knowledge and technical skills". The curriculum emphasizes the integration of information police's political literacy and technical capabilities. It incorporates education on the spirit of the rule of law and sense of responsibility into teaching units such as network security and smart prison systems, and strengthens the cultivation of the "spirit of craftsmanship" through virtual simulation experiments and industry case databases. The teaching implementation adopts a hybrid model of "new-form textbooks + online platforms + digital resources", building online courses containing resources such as micro-lecture videos and practical operation demonstrations, combined with offline skill workshops, forming a teaching closed loop of "online independent study + offline practical training". The teaching evaluation implements a diversified system of "process-oriented assessment + industry certification + post simulation". It introduces backbone personnel from prison science and technology to participate in scoring, focusing on examining students' comprehensive performance in scenarios such as emergency response and system operation and maintenance. This promotes the precise alignment between teaching reform and job requirements, and continuously improves the talent's job competence.

Published in	Science Innovation (Volume 13, Issue 4)
DOI	10.11648/j.si.20251304.12
Page(s)	63-67
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Vocational Ability, OBE Concept, Collaborative Education, Teaching Reform, Teaching Evaluation

1．引言

OBE(Outcomes-basedEducation)即成果导向教育，强调教育者必须明确定位学生毕业时应具备的能力，并通过与之相对应的教育教学设计来保证学生达到预期成果。OBE基于学生的学习产出进行评价，并根据学生学习产出驱动教学活动过程。西澳大利亚教育部门把OBE定义为：“基于实现学生特定学习产出的教育过程。教育结构和课程被视为手段而非目的。如果它们无法为培养学生特定能力做出贡献，它们就要被重建。学生产出驱动教育系统运行。”OBE理念强调“以学生为中心”而非“教师为中心”“成果导向”和“持续改进”的基本思想，基于OBE理念的教学质量评价是一种以产出成果导向为依据的评价模式

[1]

。OBE教育理念的核心是“以学生为中心”，“成果导向”强调教学要动态持续改进，必须建立行之有效的持续改进机制。因此，教学质量的评价应采取以学生为中心的评价模式，而这种评价与改进应贯穿于学生培养过程的始终。

司法信息安全主要培养面向监狱、强制隔离戒毒所等行业，从事监所信息系统安全保障、运行维护等工作的高素质技术技能型警务人才。本课程以培养学生的职业能力与综合素质为导向，在“场景导入、技能发展、课程思政”的教学设计思路指导下，实现课、岗、赛“三融合”，同时践行“全过程、全方位、全员”

的“三全育人”模式，并结合“情境教育、劳动教育、课程思政教育”于一体的“三教培养”，在理实一体教学、反复强化训练中实现“三融、三全、三教”的教学理念，特别注重培养学生的社会责任感和使命感，树立为监狱建设事业奉献的理想信念

[2]

。

司法信息安全专业的“监所信息化项目管理与运维”课程是高职院校司法信息安全专业的一门信息管理基础入门课，监所信息化项目管理课程内容涉及专业技术、司法行业、法律等理论体系，是多学科知识的集成，涵盖技术管理、合同管理、组织协调等多项业务职能，以及业主方、施工方、监理方等项目利益主体

职责。新工科建设背景下监所信息化项目管理课程应适应监所行业需求，充分体现多学科交叉融合的特点，在加强传统信息化管理专业既有技术、管理等课程建设的基础上，将行业新知识深度融入课程教学中。通过本课程的学习，使学生能定位于监所信息化建设管理者角色，对监狱信息化管理活动有进一步的了解，熟练掌握信息系统项目管理的基本知识，锻炼学生的交际能力、控制能力、决策能力和沟通能力等，培养学生的自我管理和团队管理能力，以行为训练促进能力培养

[3]

。本课程将日常的教学工作与行为思政融合，通过课程教学与训练，改善学生的思维与行为，从而达到课程教学效果和思政教育效果。

2．主要做法

本案例践行职业导向创新模块化教育模式。在基础课程模块中展开典型任务驱动和案例教学。利用丰富的线上课程开展翻转课堂教学；在课程中采用项目化教学法、情景模拟化教学法；实训过程中采用工作过程导向教学法。建设一课多师的模块化分工协作教学模式，打造全员联动新局面

[4]

。

2.1．植入基于OBE理念的课程目标

根据工科课程教学特点，本课程在制定教学目标时，寓价值观引导于知识传授和能力培养过程中，增加思维、品格、创新等思政目标，加强思政引领，进一步对标毕业要求指标点，支撑产出导向（OBE）专业培养目标。通过学习本课程，既使学生系统掌握项目管理的能力，也培养项目管理中所需的工匠精神、团队精神和职业操守，实现课程育人目标

[5]

，如图1所示。

Download: Download full-size image

Figure 1. 图1 OBE模式下课程思政设计。

2.2．实施以学生为中心的评价模式

课程采用“五融合”教学策略展开教学，教学组织分为两个阶段，第一阶段线上教学阶段，以学生自学为主，教学方法主要是视频讲解法、操作录屏示范法、测试法；第二阶段为线上线下混合教学阶段，主要通过课堂组织，利用职教云平台，并在信安综合实训室进行实训，教学方法包括小组讨论法、案例教学法、实验演示法等。

课前，根据学生的学习能力差异调整分组，学生根据课前任务单完成以及监所信息化项目整体管理现状的市场调研报告和监所信息化项目整体管理步骤的动画配音，遇到问题可在超星课程平台讨论区互动交流

[6]

。

课中通过“项目整体管理没有做好导致项目验收失败”的真实情景，激发学生做好项目整体管理的需求。但为了全方位进行项目整体管理，他们必须进行闯关活动。第一关是认知观，学生通过对配音视频的找茬活动，理解项目整体管理的步骤；通过实际项目实施过程中的甲方和乙方的角色双方进行角色扮演游戏，有效掌握整体管理的重要性及技术要点。针对以上内容，教师抛出问题，学生小组讨论，从而巩固项目整体管理步骤及实施整体变更控制。接着，教师随机抽取学生汇报市场调研报告，并强调整体管理的必要性，以及整体管理与时间、成本、质量等的关系；再开展辨别活动，提升辨识哪些是整体管理做的不好的地方的能力。为达到本关教学目标，学生进入超星学习通测试，教师总结分析，指定未过关的学生重测，确保人人过关。

之后，学生闯入技能关。教师以项目整体管理的案例为载体，要求学生掌握制定整体管理计划、制定项目章程的技能。学生观看微课视频，职业角色扮演尝试召开项目启动会，过程中进行自评和小组互评，过程中评出赢得一方，若是乙方赢，说明项目管理技术精湛，引导其重视大局观，树立正确的价值观、职业观；若是甲方赢，引导甲方要精益求精，创新产品，精技强国，不能被乙方牵着鼻子走。

课后查阅更多项目整体管理相关视频和文章，阅读教师推荐的监狱信息化项目整体管理的相关文章，通过拓展阅读引导学生深入思考，开展讨论，并完成课本作业训练，以巩固和掌握相关知识。如图2所示。

Download: Download full-size image

Figure 2. 图2 以学生为中心的评价模式实施。

2.3．创新基于OBE理念教学评价手段

本课程考核由学生参与课堂教学、阶段测试、课后作业等综合考核

[7]

。创新基于OBE教学评价手段，激励学生自主学习，如图3所示。

Download: Download full-size image

Figure 3. 图3 基于OBE教学评价流程。

本案例采取多种考核方式，注重实践操作技能和应用能力的考核。课程考核总分100分，其中线上考核占40%，实践技能考核占30%，期末考核20%，教师评价及学生互评10%四大部分。

（1）线上考核（40%），包括4个考核项目。

考核项目1：考勤考核（5%）三次无故缺席考勤为零分。

考核项目2：课件学习（10%），其中学习进度60%，评价10%，问答10%，笔记10%，纠错10%。

考核项目3：课堂活动（10%），其中参与20%，课堂表现分20%，测验平均分60%。

考核项目4：演示实验考核（15%）考核学生学习态度及是否达到能力培养目标。

（2）实践技能考核（30%）

考核项目5：实践项目技能考核作业，查看学生是否具备解决复杂问题的综合能力和高级思维。

（3）期末考核（20%）

考核项目6：笔试（10%）检测学生是否达到知识目标。

考核项目7：小面试（10%）检测学生是否具备职业能力及素养。

（4）教师评价及学生互评考核（10%）

考核项目8：教师评价（5%）+学生互评（5%）根据学生综合表现给出教师评分互评分。

3．成果成效

在课后的学生反馈中，学生们表示：

（1）上课闯关很带劲。课中的三个关卡设计充分利用了 90 后的警校生的特点，闯关过程不断激发学生的学习兴趣。

（2）他们喜欢在理工科课程中增加职场案例和真实故事。思政关的设置让同学们在做的过程中有了对比和比照，职业责任感逐步上升。

（3）有了主动学习的想法。课前的动画配音、市场调研，课中答疑讨论、微课自学，课后的拓展任务等让他们渐渐发现自主学习的意义，在潜移默化中逐步提升了自学能力。学生的反馈更证实了“兴趣是最好的老师”这句话

[8]

。

课件学习成绩只有两名同学在60分以下，其余均为60分；课堂活动最低分33.3分，最高分83.1分；作业最低4.88分，最高17.56分；学习时长最低12时7分48秒，最多7704时21分10秒

[9]

；按照上述线上成绩比例计算有一名学生未超过60分，其余为60~61分，说明线上参与度良好。

通过课、岗、证内容互相融合，“三融”效果显著。通过课程知识的掌握更符合岗位需求

[10]

，学生努力考取软考“项目管理工程师”证书，参加大学生创新创业大赛，作品获省优胜奖，体现课程“课、岗、证”实施效果

[11]

。

通过全员、全过程、全过程教学模式，“三全”效果显著。通过学校/行业“全员”参与

[12]

，课前、课中、课后“全过程”教学模式

[13]

，课程科研“全方位”实施，学生能够进行项目整体管理、合同撰写及成本进度分析等操作。

通过情境教育、劳动教育、课程思政教育，“三教”效果显著。通过情境教育学生对岗位更熟悉，劳动教育使学生具有劳动意识和工匠精神

[14]

。同时质量、风险管理等职业能力得到了较大提升。

4．结论

本文提出的基于OBE理念的教学评价模式对教学质量保障具有一定的导向性，能够较准确地反映教育教学质量状况，为课程建设、教育教学质量保障、人才培养目标达成提供支撑。但是教学的对象是人，教学过程可变因素多，存在质量难以数量化，难以精准实现的问题。虽然要经过不断的改进评价机制来更准确地引领教学开展

[15]

，但在实际执行当中，改进得及时与否，改进内容的多少、力度的把握等，都会对评价体系的高效运行产生影响。如果拘泥于形式对某些细节问题频繁纠偏，很可能会影响到正常的教学节奏、教学延续性，进而影响教学活动的顺利开展。基于OBE教学质量评价模式以促进实现培养目标为出发点，结合课程自身实际，在综合考量、科学分析、合理推进的原则下不断探究与改进，以最大化地实现其应有的功能与价值。未来可探索大数据驱动的动态评价机制，通过分析教学过程数据与岗位表现关联，构建预测模型以精准调控评价指标。建议建立校监协同改进专班，每季度开展评价实效复盘，结合技术迭代同步更新评价维度。同时加强教师评价素养培训，通过模拟演练提升动态调整的灵活性与科学性，在保障教学连续性的前提下实现评价体系的持续优化。

致谢

本论文是浙江省高职教育“十四五”第二批教学改革项目jg20240303 “大数据背景下基于知识图谱的高职信息技术课程思政教学资源开发与设计”的研究成果。

References

[1]	陈礼顺, 张红涛, 曾志峰. 基于OBE理念的混合式案例教学改革与实践 [J]. 南昌航空大学学报 (自然科学版), 2024, 38(4): 121-127. https://doi.org/10.3969/j.issn.2096-8566.2024.04.015
[2]	郭家稳, 丁西明, 周小杰, 等. 基于OBE理念的电气工程课程教学改革与实践 [J]. 造纸装备及材料, 2025,54(1): 198-200. https://doi.org/10.3969/j.issn.1672-3066.2025.01.066
[3]	杜玉杰, 马露, 常山, 等. 基于OBE理念的工程经济学课程教学改革与实践[J]. 科教文汇, 2024(9): 90-94. https://doi.org/10.16871/j.cnki.kjwh.2024.09.021
[4]	张可爽,郎尉雅,张萌,等. 基于OBE理念的混合式教学模式在组胚学教学中的实践研究 [J]. 继续医学教育, 2025, 39(2): 74-77. https://doi.org/10.3969/j.issn.1004-6763.2025.02.019
[5]	刘伟丽. 基于OBE理念的高职计算机类专业群实践教学模式研究与实践 [J]. 信息系统工程, 2025(4): 153-156. https://doi.org/10.3969/j.issn.1001-2362.2025.04.041
[6]	武玲梅, 张立强, 张星, 等. 基于OBE理念的Java程序设计课程教学改革实践探究 [J]. 电脑知识与技术, 2024, 20(17): 165-167. https://doi.org/10.14004/j.cnki.ckt.2024.0931
[7]	张妮, 李香勇, 黄柳萍. "三教"改革背景下基于OBE理念的校企协同职业教育混合式教学研究与实践 [J]. 职业技术教育, 2022, 43(32): 55-60. https://doi.org/10.3969/j.issn.1008-3219.2022.32.011
[8]	宁红云,樊建华.基于新工科OBE理念的软件工程课程教学改革研究 [J]. 电脑知识与技术,2025, 21(05): 152-154. https://doi.org/10.14004/j.cnki.ckt.2025.0209
[9]	张影. 基于OBE理念的课程改革与实践——以中职《机械基础》课程为例 [D]. 贵州: 贵州师范大学, 2023. https://doi.org/10.7666/d.D03086773
[10]	郭庆贺, 刘仁君, 陈君文, 等. 基于OBE理念的人工智能技术及应用课程教学改革研究 [J]. 时代汽车, 2024(7): 55-57. https://doi.org/10.3969/j.issn.1672-9668.2024.07.018
[11]	辛征, 梁丽华, 侯传晶,等. 基于OBE评价的嵌入式系列课程改革与实践 [J]. 电气电子教学学报, 2024, 46(2): 72-76. https://doi.org/10.3969/j.issn.1008-0686.2024.02.019
[12]	王立红. 基于OBE理念的"自动控制理论"课程教学改革 [J]. 辽宁工业大学学报 (社会科学版), 2021, 23(6): 105-107. https://doi.org/10.15916/j.issn1674-327x.2021.06.028
[13]	邢红梅,安兴亚. 基于OBE理念的程序设计基础课程改革与实践 [J]. 计算机教育, 2022(10): 206-211. https://doi.org/10.3969/j.issn.1672-5913.2022.10.045
[14]	黎海霞.基于协同育人的“互联网+课程思政”教学模式实践[C]//2021第五届教育与创新国际会议论文集. 浙江警官职业学院信息技术与管理系; 2021: 131-136. https://doi.org/10.26914/c.cnkihy.2021.031795
[15]	陈美娟, 朱晓荣, 沈建华, 等. 基于成果导向教育理念的无线通信网络实践课程教学模式探索 [J]. 实验室研究与探索, 2020, 39(8): 166-170, 227. https://doi.org/10.3969/j.issn.1006-7167.2020.08.037

Cite This Article

Plain Text BibTeX RIS

APA Style

Haixia, L. (2025). A Practical Case of Teaching Evaluation Reform Based on the Concept of OBE -- Take the "Prison Informatization Project Management" as an Example. Science Innovation, 13(4), 63-67. https://doi.org/10.11648/j.si.20251304.12

Copy | Download

ACS Style

Haixia, L. A Practical Case of Teaching Evaluation Reform Based on the Concept of OBE -- Take the "Prison Informatization Project Management" as an Example. Sci. Innov. 2025, 13(4), 63-67. doi: 10.11648/j.si.20251304.12

Copy | Download

AMA Style

Haixia L. A Practical Case of Teaching Evaluation Reform Based on the Concept of OBE -- Take the "Prison Informatization Project Management" as an Example. Sci Innov. 2025;13(4):63-67. doi: 10.11648/j.si.20251304.12

Copy | Download

@article{10.11648/j.si.20251304.12,
  author = {Li Haixia},
  title = {A Practical Case of Teaching Evaluation Reform Based on the Concept of OBE -- Take the "Prison Informatization Project Management" as an Example
},
  journal = {Science Innovation},
  volume = {13},
  number = {4},
  pages = {63-67},
  doi = {10.11648/j.si.20251304.12},
  url = {https://doi.org/10.11648/j.si.20251304.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20251304.12},
  abstract = {This teaching model centers on the OBE (Outcome-Based Education) concept, closely aligns with the practical needs of the Prison Science and Technology Department, and builds an "Internet + Curriculum Ideology and Politics" education system through in-depth collaboration with the prison industry. The team has conducted in-depth research on the entire workflow of prison science and technology work, decomposed the work tasks of the Science and Technology Department into 8 major modules such as intelligent security operation and maintenance and data research and analysis, and refined 23 core professional competence indicators, which serve as the framework for developing curriculum content featuring "simultaneous cultivation of morality and ability, integration of academic knowledge and technical skills". The curriculum emphasizes the integration of information police's political literacy and technical capabilities. It incorporates education on the spirit of the rule of law and sense of responsibility into teaching units such as network security and smart prison systems, and strengthens the cultivation of the "spirit of craftsmanship" through virtual simulation experiments and industry case databases. The teaching implementation adopts a hybrid model of "new-form textbooks + online platforms + digital resources", building online courses containing resources such as micro-lecture videos and practical operation demonstrations, combined with offline skill workshops, forming a teaching closed loop of "online independent study + offline practical training". The teaching evaluation implements a diversified system of "process-oriented assessment + industry certification + post simulation". It introduces backbone personnel from prison science and technology to participate in scoring, focusing on examining students' comprehensive performance in scenarios such as emergency response and system operation and maintenance. This promotes the precise alignment between teaching reform and job requirements, and continuously improves the talent's job competence.},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - A Practical Case of Teaching Evaluation Reform Based on the Concept of OBE -- Take the "Prison Informatization Project Management" as an Example

AU  - Li Haixia
Y1  - 2025/07/23
PY  - 2025
N1  - https://doi.org/10.11648/j.si.20251304.12
DO  - 10.11648/j.si.20251304.12
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 63
EP  - 67
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20251304.12
AB  - This teaching model centers on the OBE (Outcome-Based Education) concept, closely aligns with the practical needs of the Prison Science and Technology Department, and builds an "Internet + Curriculum Ideology and Politics" education system through in-depth collaboration with the prison industry. The team has conducted in-depth research on the entire workflow of prison science and technology work, decomposed the work tasks of the Science and Technology Department into 8 major modules such as intelligent security operation and maintenance and data research and analysis, and refined 23 core professional competence indicators, which serve as the framework for developing curriculum content featuring "simultaneous cultivation of morality and ability, integration of academic knowledge and technical skills". The curriculum emphasizes the integration of information police's political literacy and technical capabilities. It incorporates education on the spirit of the rule of law and sense of responsibility into teaching units such as network security and smart prison systems, and strengthens the cultivation of the "spirit of craftsmanship" through virtual simulation experiments and industry case databases. The teaching implementation adopts a hybrid model of "new-form textbooks + online platforms + digital resources", building online courses containing resources such as micro-lecture videos and practical operation demonstrations, combined with offline skill workshops, forming a teaching closed loop of "online independent study + offline practical training". The teaching evaluation implements a diversified system of "process-oriented assessment + industry certification + post simulation". It introduces backbone personnel from prison science and technology to participate in scoring, focusing on examining students' comprehensive performance in scenarios such as emergency response and system operation and maintenance. This promotes the precise alignment between teaching reform and job requirements, and continuously improves the talent's job competence.
VL  - 13
IS  - 4
ER  -

Copy | Download

Author Information

Li Haixia

Department of Information Technology and Management, Zhejiang Police Officer Vocational College, Hangzhou, China

Contact Email

Download PDF

Submit an Article

Figure 1

Figure 1. 图 1 OBE模式下课程思政设计。
Figure 2

Figure 2. 图 2 以学生为中心的评价模式实施。
Figure 3

Figure 3. 图 3 基于OBE教学评价流程。

Plain Text BibTeX RIS

APA Style

Haixia, L. (2025). A Practical Case of Teaching Evaluation Reform Based on the Concept of OBE -- Take the "Prison Informatization Project Management" as an Example. Science Innovation, 13(4), 63-67. https://doi.org/10.11648/j.si.20251304.12

Copy | Download

ACS Style

Haixia, L. A Practical Case of Teaching Evaluation Reform Based on the Concept of OBE -- Take the "Prison Informatization Project Management" as an Example. Sci. Innov. 2025, 13(4), 63-67. doi: 10.11648/j.si.20251304.12

Copy | Download

AMA Style

Haixia L. A Practical Case of Teaching Evaluation Reform Based on the Concept of OBE -- Take the "Prison Informatization Project Management" as an Example. Sci Innov. 2025;13(4):63-67. doi: 10.11648/j.si.20251304.12

Copy | Download

@article{10.11648/j.si.20251304.12,
  author = {Li Haixia},
  title = {A Practical Case of Teaching Evaluation Reform Based on the Concept of OBE -- Take the "Prison Informatization Project Management" as an Example
},
  journal = {Science Innovation},
  volume = {13},
  number = {4},
  pages = {63-67},
  doi = {10.11648/j.si.20251304.12},
  url = {https://doi.org/10.11648/j.si.20251304.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20251304.12},
  abstract = {This teaching model centers on the OBE (Outcome-Based Education) concept, closely aligns with the practical needs of the Prison Science and Technology Department, and builds an "Internet + Curriculum Ideology and Politics" education system through in-depth collaboration with the prison industry. The team has conducted in-depth research on the entire workflow of prison science and technology work, decomposed the work tasks of the Science and Technology Department into 8 major modules such as intelligent security operation and maintenance and data research and analysis, and refined 23 core professional competence indicators, which serve as the framework for developing curriculum content featuring "simultaneous cultivation of morality and ability, integration of academic knowledge and technical skills". The curriculum emphasizes the integration of information police's political literacy and technical capabilities. It incorporates education on the spirit of the rule of law and sense of responsibility into teaching units such as network security and smart prison systems, and strengthens the cultivation of the "spirit of craftsmanship" through virtual simulation experiments and industry case databases. The teaching implementation adopts a hybrid model of "new-form textbooks + online platforms + digital resources", building online courses containing resources such as micro-lecture videos and practical operation demonstrations, combined with offline skill workshops, forming a teaching closed loop of "online independent study + offline practical training". The teaching evaluation implements a diversified system of "process-oriented assessment + industry certification + post simulation". It introduces backbone personnel from prison science and technology to participate in scoring, focusing on examining students' comprehensive performance in scenarios such as emergency response and system operation and maintenance. This promotes the precise alignment between teaching reform and job requirements, and continuously improves the talent's job competence.},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - A Practical Case of Teaching Evaluation Reform Based on the Concept of OBE -- Take the "Prison Informatization Project Management" as an Example

AU  - Li Haixia
Y1  - 2025/07/23
PY  - 2025
N1  - https://doi.org/10.11648/j.si.20251304.12
DO  - 10.11648/j.si.20251304.12
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 63
EP  - 67
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20251304.12
AB  - This teaching model centers on the OBE (Outcome-Based Education) concept, closely aligns with the practical needs of the Prison Science and Technology Department, and builds an "Internet + Curriculum Ideology and Politics" education system through in-depth collaboration with the prison industry. The team has conducted in-depth research on the entire workflow of prison science and technology work, decomposed the work tasks of the Science and Technology Department into 8 major modules such as intelligent security operation and maintenance and data research and analysis, and refined 23 core professional competence indicators, which serve as the framework for developing curriculum content featuring "simultaneous cultivation of morality and ability, integration of academic knowledge and technical skills". The curriculum emphasizes the integration of information police's political literacy and technical capabilities. It incorporates education on the spirit of the rule of law and sense of responsibility into teaching units such as network security and smart prison systems, and strengthens the cultivation of the "spirit of craftsmanship" through virtual simulation experiments and industry case databases. The teaching implementation adopts a hybrid model of "new-form textbooks + online platforms + digital resources", building online courses containing resources such as micro-lecture videos and practical operation demonstrations, combined with offline skill workshops, forming a teaching closed loop of "online independent study + offline practical training". The teaching evaluation implements a diversified system of "process-oriented assessment + industry certification + post simulation". It introduces backbone personnel from prison science and technology to participate in scoring, focusing on examining students' comprehensive performance in scenarios such as emergency response and system operation and maintenance. This promotes the precise alignment between teaching reform and job requirements, and continuously improves the talent's job competence.
VL  - 13
IS  - 4
ER  -

Copy | Download