基于OBE理念的实践教学体系构建研究——以专业教育课《问卷调查与分析》为例

Research on the Construction of a Practice-Based Teaching System Based on the OBE Concept—Taking the Professional Education Course “Questionnaire Survey and Analysis” as an Example

摘要: 随着高等教育教学改革向精细化、实效化深入推进，《问卷调查与分析》课程实践教学面临传统教学模式适配性不足、线上教学资源匮乏、不同专业需求适配度低等问题，难以满足新时代应用型人才实践能力培养需求。本文以OBE (成果导向教育)理念为指导，聚焦课程教学改革与实践体系构建，结合全国大学生市场调查与分析大赛官方标准，构建“课赛融合”一体化实践教学内容体系。该体系包含三个核心层级：知识应用层，强化理论与实践衔接，通过赛事检验学生理论掌握与应用能力；能力提升层，聚焦实践能力进阶，循序渐进培养学生解决实际问题的核心素养；素质拓展层，依托赛事载体，实现学生知识、能力、素质协同提升。在此基础上，完善线上资源支撑与协同育人机制，破解传统教学短板，为课程教学改革提供了可落地的实践路径，也为高校同类实践课程的教学改革提供了理论参考与实践借鉴。

Abstract: As higher education teaching reforms advance towards greater precision and effectiveness, the practical teaching of the course “Questionnaire Survey and Analysis” faces challenges such as the inadequacy of traditional teaching models, limited online teaching resources, and low adaptability to the needs of different majors, making it difficult to meet the requirements for cultivating practical abilities of application-oriented talents in the new era. Guided by the OBE (Outcome-Based Education) concept, this paper focuses on course teaching reform and the construction of a practical system, and, in conjunction with the official standards of the National College Student Market Research and Analysis Competition, establishes an integrated practical teaching content system of “Course-Competition Integration.” This system comprises three core levels: the knowledge application level, which strengthens the connection between theory and practice and evaluates students’ mastery and application of theoretical knowledge through competitions; the ability enhancement level, which focuses on the progressive development of students’ core competencies for solving practical problems; and the quality development level, which leverages competitions to achieve coordinated improvement of students’ knowledge, skills, and overall qualities. On this foundation, online resource support and a collaborative education mechanism are improved, addressing the shortcomings of traditional teaching, providing a practical pathway for course teaching reform, and offering theoretical references and practical guidance for the reform of similar practical courses in universities.