零专业背景下油藏物理课程的OBE反向设计与混合式教学实践

OBE-Based Reverse Design and Blended Teaching Practice of Reservoir Physics Course for Students with Zero Professional Background

摘要: 针对零专业背景石油工程专业学生学习油藏物理时存在的储层认知不足、基础学科与专业知识衔接不畅、与后续课程关联薄弱等问题，结合石油行业对入门人才基础牢固、知识衔接有序的能力需求，基于成果导向教育(OBE)理念，反向设计“零认知→建立专业框架→适配后续课程”的梯度化成果目标，依托混合式教学模式构建“线上可视化拆解 + 线下阶梯式实践”的教学路径。通过生活化类比、基础–专业知识关联、低门槛实践启蒙，帮助学生降低专业学习难度、建立知识间的系统性联系。实践表明：该模式使学生油藏物理核心概念理解率从32%提升至85%，后续《油藏工程》课程入门适应期缩短，专业学习信心满意度达91%；所形成的“行业需求导向–成果反向设计–双线实践落地”框架，可为石油类专业入门课程改革提供可复制的实践模式。

Abstract: Aiming at the problems faced by petroleum engineering students with zero professional background when learning Reservoir Physics, including insufficient cognition of reservoirs, poor connection between basic disciplines and professional knowledge, and weak relevance with subsequent courses, and combined with the petroleum industry’s demand for entry-level talents to have solid foundation and orderly knowledge connection, this study adopts the concept of Outcome-Based Education (OBE) to reversely design gradient outcome objectives of zero cognition, establishment of professional framework, adaptation to subsequent courses. Relying on the blended teaching model, a teaching path of online visual decomposition, offline step-by-step practice is constructed. Through life-based analogies (e.g., using sponge water absorption to analogize reservoir bodies), connection of basic and professional knowledge (e.g., explaining seepage velocity with calculus derivatives), and low-threshold practical initiation (e.g., simulated reservoir parameter measurement), this approach helps students reduce the difficulty of professional learning and establish systematic connections between knowledge. Practice shows that: this model increases students’ understanding rate of core concepts in Reservoir Physics from 32% to 85%, shortens the entry adaptation period for the subsequent course Reservoir Engineering, and achieves a 91% satisfaction rate in students’ confidence in professional learning. The formed framework of industry demand orientation, outcome reverse design, dual-line practice implementation can provide a replicable practice mode for the reform of introductory courses in petroleum-related majors.