程序设计类课程实践教学考核方案研究与实践——OBE理念引领的应用型高校课程改革探索

Research and Practice on Assessment Schemes for Practical Teaching in Programming Courses—An OBE-Guided Curriculum Reform Exploration in Application-Oriented Universities

摘要: 为破解应用型高校程序设计类课程实践教学考核目标漂移与评价单一的问题，引入OBE倒推设计思想，重构考核逻辑与指标体系。基于毕业要求——课程目标映射，设计基础、提升、综合和创新四阶实践任务，并以过程档案、代码质量、协作表现与创新产出等多元证据构建达成度模型，嵌入PDCA闭环，实现数据驱动的持续改进。两轮教学实践中，学生代码规范性与问题求解能力显著提升，综合项目达成率提高13.6%，课堂投入度和团队协作评分分别上升0.18与0.21分，教师及企业导师满意度均超过90%。结果表明，该方案能有效支撑课程改革，强化实践育人效果，具备在同类课程中推广复制的可行性。

Abstract: To address the issues of goal drift and one-dimensional evaluation in the assessment of practical programming instruction at application-oriented universities, this study employs Outcome-Based Education (OBE) backward design to restructure the assessment framework and its corresponding indicator system. Guided by the mapping of graduation requirements to course objectives, four hierarchical practice tasks—foundation, enhancement, integration, and innovation—were developed. Multiple sources of evidence, including process portfolios, code quality, collaboration performance, and innovative outputs, were integrated to construct an attainment model embedded within a PDCA (Plan-Do-Check-Act) closed-loop system, enabling data-driven, continuous improvement. Over two teaching cycles, significant improvements were observed in students’ code standardization and problem-solving abilities. The attainment rate of capstone projects increased by 13.6%, classroom engagement and team collaboration scores rose by 0.18 and 0.21 points respectively, and both instructor and industry mentor satisfaction exceeded 90%. These findings indicate that a diversified and quantitative OBE-based assessment approach can effectively support curriculum reform, enhance practical learning outcomes, and offer strong potential for replication and dissemination in similar educational contexts.