基于OBE理念的民办本科对口生大学英语阶梯式教学模式构建——以化工类专业为例

OBE-Based Stepped College English Teaching Model for Vocational-to-Undergraduate Students in Private Universities—A Case Study of Chemical Engineering Majors

摘要: 在职教高考政策背景下，民办本科对口生规模持续扩大，其语言起点极度离散、课程供给与岗位需求脱节等问题日益凸显。基于成果导向教育(OBE)理念，本文以某民办高校化工类对口本科班级为研究对象，采用行动研究方法，构建“基础建构–专业整合–岗位迁移”三阶递进式大学英语教学模式。通过逆向设计学习成果矩阵、模块化重组课程内容以及建立“过程 + 增值”评价体系，实现课程目标与岗位能力的结构对接。实证结果表明，该模式有效化解了生源起点离散带来的教学困境，显著提升了学生的职业语言应用能力，为应用型本科对口生大学英语教学改革提供了可操作的路径参考。

Abstract: Against the backdrop of the Vocational Education National Matriculation Exam policy, the enrollment of vocational-to-undergraduate students in private colleges has expanded significantly. However, challenges such as highly uneven linguistic foundations and the mismatch between curriculum delivery and occupational demands have become increasingly prominent. Based on the Outcome-Based Education (OBE) philosophy, this study adopts an action research method, focusing on chemical engineering classes in a private university to construct a three-stage progressive teaching model: “Foundational Construction-Disciplinary Integration-Occupational Transfer”. By implementing the backward design of the Learning Outcomes (LO) matrix, modularizing curriculum content, and establishing a “formative + value-added” evaluation system, the model achieves structural alignment between course objectives and vocational competencies. Empirical results indicate that this model effectively addresses the pedagogical dilemmas caused by diverse student backgrounds and significantly enhances students’ professional language application skills. This study provides an actionable path and a practical paradigm for the reform of college English teaching for this specific student cohort in application-oriented universities.