基于OBE理念的地方应用型高校EDA行业特色课程群构建模式研究

Research on the Construction Mode of EDA Industry Characteristic Course Group in Local Applied Universities Based on OBE Concept

摘要: 随着“新工科”建设的深入推进，地方应用型高校面临着优化人才培养模式、凸显办学特色的紧迫任务。然而，专业设置同质化、课程体系与产业需求脱节、学生工程实践能力不足等问题普遍存在。文章以成果导向教育(OBE)理念为指导，针对电子设计自动化(EDA)这一电子信息产业核心领域，深入探讨并构建了一套EDA行业特色课程群的建设模式。该模式以“成果导向、需求驱动、学生中心、系统整合”为基本原则，通过“培养目标定位–课程体系重构–教学实践创新–评价体系改革”的逆向设计路径，将分散的课程整合为以行业项目为载体的有机整体。文章以巢湖学院电子科学与技术专业近年的教学改革实践为例，详细阐述了该模式在项目驱动式教学、多元化增值性评价、“课赛创”融合育人等方面的具体实施策略与路径。实践结果表明，该模式有效破解了传统教学的痛点，显著提升了学生的工程实践能力与创新精神，为地方应用型高校探索特色化、高质量发展提供了一套可供借鉴、可灵活适配的实践框架。

Abstract: With the in-depth advancement of the “New Engineering” initiative, local application-oriented universities are confronted with the urgent task of optimizing their talent cultivation models and highlighting their distinctive educational features. However, problems such as homogenization of professional settings, disconnection between the curriculum system and industrial demands, and insufficient engineering practice abilities of students are widespread. Guided by the Outcome-Based Education (OBE) concept, this paper delves into and constructs a set of construction models for EDA (Electronic Design Automation) industry-specific course clusters, a core area of the electronic information industry. This model adheres to the fundamental principles of “outcome orientation, demand-driven, student-centered, and systematic integration”, and through the reverse design path of “setting educational goals—reconstructing the curriculum system—innovating teaching practices—reforming the evaluation system”, it integrates scattered courses into an organic whole centered on industry projects. Taking the recent teaching reform practices of the Electronic Science and Technology major at Chaohu University as an example, the article elaborates on the specific implementation strategies and paths of this model in project-driven teaching, diversified and value-added evaluations, and the integration of “courses, competitions, and innovation” in education. The practical results show that this model effectively addresses the pain points of traditional teaching, significantly enhancing students’ engineering practice ability and innovative spirit. It provides a practical framework that can be referenced and flexibly adapted for local application-oriented universities to explore their own distinctive and high-quality development.