本科导师制在项目式课程建设中的应用与评估——以《云计算技术及应用》为例

Application and Evaluation of Undergraduate Mentorship in Project-Based Course Development—A Case Study of Cloud Computing Technology and Applications

摘要: 针对《云计算技术及应用》课程实践性强、知识综合度高、学生基础差异较大以及课堂指导资源有限等教学难点，本文基于朋辈教学、协作学习和本科导师制课程化等相关理论，构建了本科导师制嵌入项目式课程建设的分层协同教学模式。该模式以导师前置指导、种子学生培养、课堂朋辈扩散、项目协同推进为实施路径，通过导师在课程实施前遴选并培养少量种子学生，使其提前掌握云服务器配置、Linux环境搭建、Web应用部署、数据库连接、Docker容器化及基础运维等核心技能；在课程实施过程中，种子学生以项目骨干和朋辈支持者身份参与小组实践，承担任务解释、操作示范、问题反馈和过程支持等职责，从而形成教师、种子学生与普通学生共同参与的协同教学结构。与此同时，本文构建了涵盖教学达成、实践能力、扩散效果和发展成效四个维度的课程评价体系，以支持对教学改革效果的过程性考察。基于课程实施过程中的课堂观察、项目完成情况与学生反馈，初步发现该模式有助于优化实践教学支持结构，缓解教师重复性指导压力，并在一定程度上提升学生参与项目实践和小组协作的主动性。研究表明，本科导师制课程化嵌入项目式教学具有较强的现实适配性，可为应用型本科高校实践类课程改革提供参考。

Abstract: In response to the teaching challenges of Cloud Computing Technology and Applications, including its strong practical orientation, high degree of knowledge integration, substantial differences in students’ prior backgrounds, and limited classroom guidance resources, this paper proposes a hierarchical collaborative teaching model that embeds undergraduate mentorship into project-based course development, grounded in theories of peer teaching, collaborative learning, and curricularized undergraduate mentorship. The model follows a four-stage pathway of “preliminary mentoring, seed student cultivation, classroom diffusion, project collaboration.” Before course implementation, mentors select and train a small number of seed students so that they can master key skills such as cloud server configuration, Linux environment setup, Web application deployment, database connection, Docker containerization, and basic operations and maintenance in advance. During course implementation, these seed students participate in group practice as project leaders and peer supporters, taking on responsibilities such as task explanation, operational demonstration, issue feedback, and process support, thereby forming a collaborative instructional structure involving instructors, seed students, and ordinary students. Meanwhile, a course evaluation system covering teaching achievement, practical ability, diffusion effect, and developmental outcomes is constructed to support process-oriented assessment of the teaching reform. Based on classroom observations, project completion, and student feedback during course implementation, preliminary findings indicate that this model helps improve the support structure of practical teaching, alleviates instructors’ workload in repetitive practical guidance, and enhances students’ initiative in project practice and group collaboration to some extent. The study suggests that curricularizing undergraduate mentorship and embedding it into project-based teaching can provide a feasible approach for practical course reform in application-oriented undergraduate institutions.