基于OBE理念的《液压与气压传动》课程分段式教学创新路径研究

Research on an Innovative Segmented Teaching Approach for the “Hydraulic and Pneumatic Transmission” Courses Based on the OBE Concept

摘要: 由于新工科建设及工程教育专业认证的持续推进，以成果为导向的教育(Outcome-Based Education, OBE)理念已经成为我国高等工程教育改革的重要指导思想。《液压与气压传动》作为机械类专业的核心课程，具有理论性强、工程实践性突出的鲜明特点，但是该课程的授课仍以教师讲授、学生学习这一传统教学模式为主，学生实践参与度不高，故难以切实培养学生的工程实践能力及创新能力。因此，本文系统、有层次地将OBE理念融入《液压与气压传动》课程教学全过程，从课程目标设计、项目化教学实施、实践教学组织、多元评价体系构建等方面做了周密梳理。此外，文中构建起“基础型–综合型–创新型”三级项目体系，步步深入融合液压理论教学与实践教学，并配套设计基于学习成果达成度的评价及持续改进机制。有助于提高该课程教学质量。

Abstract: With the ongoing development of the New Engineering Discipline initiative and the continuous advancement of engineering education program accreditation, the Outcome-Based Education (OBE) concept has become a key guiding principle in the reform of higher engineering education in China. “Hydraulic and Pneumatic Transmission”, as a core course for mechanical engineering majors, is characterized by strong theoretical content and prominent engineering practice. However, the current teaching of this course still primarily follows the traditional model of teacher-centered instruction and student learning, with limited student engagement in practical activities. As a result, it is challenging to effectively cultivate students’ engineering practice abilities and innovative capabilities. This paper systematically and hierarchically integrates the OBE concept throughout the teaching process of “Hydraulic and Pneumatic Transmission”, providing a comprehensive framework covering course objective design, project-based teaching implementation, organization of practical teaching, and the construction of a diversified assessment system. Furthermore, a three-tier project system—“foundational—comprehensive—innovative”—is established to progressively integrate hydraulic theory with practical teaching. Complementary evaluation and continuous improvement mechanisms based on the attainment of learning outcomes are also designed, which contribute to enhancing the overall quality of the course.