POT-OBE理念下场波类课程研究性教学改革实践探索

Practical Exploration of Research-Oriented Teaching Reform in Electromagnetic Fields and Waves Related Courses under the POT-OBE Framework

摘要: 场波类课程作为电子信息类研究生的核心课程，对培养学术创新与复杂工程问题解决能力具有关键作用。然而，该类课程长期面临理论抽象、数理基础艰深、学生创新潜能难激发等共性问题。为革新教学，本研究提出POT-OBE研究性教学理念，以工程真实问题为起点，通过“问题逻辑”设计“认知–分析–创新”三层问题与“基础–综合–前沿”三阶项目，驱动重构课程内容，并以此构建三维知识图谱，有力推动课程内容从知识灌输向能力生成的转变。在教学实施中，通过构建AI教学空间、引入AI助教与讲伴、融入多元教学方法等，重塑智能化、个性化的教学流程，旨在精准赋能学生的个性化探究式学习。同时，建立多维度智能评价体系，依托人工智能对教学过程、项目实践与科研产出进行动态追踪与综合评价，形成学生能力成长档案。该研究旨在为研究生专业课程教学改革提供可借鉴的实施路径。

Abstract: As a core component of the electronics and information-related graduate curriculum, the related courses in electromagnetic fields and waves play a critical role in cultivating academic innovation and the ability to solve complex engineering problems. However, such courses have long been challenged by several common issues: highly abstract theories, demanding mathematical and physical foundations, and difficulties in stimulating students’ innovative potential. To reform teaching practices, this study proposes the POT-OBE inquiry-based teaching framework. Starting from authentic engineering problems, it employs a “problem logic” to design a three-tier questioning system (cognition - analysis - innovation) and a three-stage project sequence (foundational - comprehensive - cutting-edge), which drives the restructuring of course content and facilitates the construction of a three-dimensional knowledge map. This approach strongly promotes the shift of course content from knowledge transmission to competency development. In teaching implementation, by building an AI-enabled teaching space, introducing AI teaching assistants and interactive lecture companions, and integrating diverse teaching methods, the teaching process is reshaped to be intelligent and personalized, aiming to accurately empower students’ individualized inquiry-based learning. Meanwhile, a multi-dimensional intelligent evaluation system is established, leveraging artificial intelligence to dynamically track and comprehensively assess the teaching process, project practice, and research output, thereby creating a developmental portfolio of student competency growth. This research aims to provide a transferable implementation pathway for reforming graduate-level specialized course instruction.