数智背景下基于OBE教育模式的师范生实训教学改革研究

Research on Teaching Reform of Practical Training for Normal Students Based on OBE Education Model in the Digital Intelligence Age

摘要: 针对民办高校师范生数智化教学能力培养困境，本研究基于OBE理念构建“数智赋能–能力导向–证据驱动”三位一体改革框架。通过对286名应届师范生的分层抽样调查，系统诊断出课堂管理、教学设计、技术应用三维能力短板。基于问题导向，研究从目标体系重构、课程模式创新、评价机制优化三个维度提出改革路径，构建“智能工具应用–跨学科教学创新–教育数据决策”三级能力目标体系；设计“基础 + 专业 + 实践”三维模块化课程结构，融合ClassIn智慧教室、问卷星等轻量化技术方案开展混合式教学；建立“过程性数据 + 表现性评价 + 智能诊断”动态评价模型，通过“电子档案袋 + 纸质档案”双轨制追踪能力发展轨迹。以《茅屋为秋风所破歌》教学设计为典型案例，展示五阶段实践范式，实证验证改革效果。研究形成可复制的民办高校师范生实训改革方案，为资源受限情境下的教师教育数字化转型提供参考路径，推动师范教育从“技术堆砌”走向“能力生成”。

Abstract: Addressing the challenges in cultivating digital intelligence teaching competencies among normal students in private universities, this study constructs a triadic reform framework of “digital intelligence empowerment, competency orientation, evidence-driven” based on OBE principles. Through stratified sampling survey of 286 graduating normal students, the research systematically diagnoses competency gaps across three dimensions: classroom management, instructional design, and technology application. Guided by problem orientation, the study proposes reform pathways from three dimensions: goal system reconstruction, curriculum model innovation, and evaluation mechanism optimization. It constructs a three-tiered competency goal system of “intelligent tool application, interdisciplinary teaching innovation, educational data decision-making”; designs a three-dimensional modular curriculum structure of “foundation + specialization + practice”, integrating lightweight technological solutions such as ClassIn smart classrooms and Questionnaire Star for blended teaching; and establishes a dynamic evaluation model combining “process data + performance assessment + intelligent diagnosis”, tracking competency development trajectories through a dual-track system of “electronic portfolios + physical archives”. Using the instructional design of “My Cottage Unroofed by Autumn Gales” as a typical case, the study demonstrates a five-stage practical paradigm and empirically validates reform effectiveness. The research generates a replicable normal students training reform solution for private universities, providing reference pathways for teacher education digital transformation in resource-constrained contexts, promoting the evolution of teacher education from “technology accumulation” to “competency generation”.