基于新文科认证的金融学专业本土国际化课程质量标准及评价体系研究——以《公司金融》为例

Research on Quality Standards and Evaluation System for Localized International Finance Curriculum Based on New Liberal Arts Accreditation—Taking “Corporate Finance” as an Example

摘要: 基于新文科专业认证规范，本文以地方高校《公司金融》课程为研究载体，采用探索性行动研究与单案例研究法，选取浙江万里学院金融学专业课程作为研究样本，结合OBE成果导向教育、CDIO实践教育模式完善理论分析框架。课堂观察、教师访谈与课程文档分析数据显示，当前国内同类课程普遍存在西方理论依赖度偏高、本土实务场景融合不足、双语教学表层化、考核评价维度单一等特征，与国内资本市场复合型金融人才培养要求存在适配缺口。本研究结合地方本科院校办学现实，搭建适配中国企业金融场景的本土国际化课程质量标准与四维量化评价体系，并设计可落地的质量闭环改进机制。对比现有单一理论导向或纯国际化课程改革方案，本框架实现OBE持续改进逻辑与CDIO项目化实践思路的融合拓展，可为同类地方高校金融核心课程内涵建设、新文科认证指标落地提供经验参照。

Abstract: Based on the new liberal arts program accreditation standards, this study takes the “Corporate Finance” course at a regional university as its research subject, employing exploratory action research and single-case study methods. The Financial Science program at Zhejiang Wanli University is selected as the research sample, with an integrated theoretical framework developed through Outcome-Based Education (OBE) and the CDIO practical education model. Data from classroom observations, teacher interviews, and curriculum document analysis reveal that current similar courses in China commonly exhibit overreliance on Western theories, insufficient integration of local practical contexts, superficial bilingual instruction, and one-dimensional assessment criteria—creating a mismatch with the demands for cultivating versatile financial talents suited to China's capital markets. Drawing on the realities of regional undergraduate institutions, this study establishes a localized internationalized course quality standard and a four-dimensional quantitative evaluation system tailored to Chinese corporate finance scenarios, along with a practical quality improvement mechanism featuring a closed-loop process. Compared to existing reform models based solely on theoretical orientation or purely internationalized curricula, this framework integrates and extends the OBE continuous improvement logic with the CDIO project-based practice approach, offering valuable reference for enhancing the content development of core finance courses and implementing new liberal arts accreditation indicators in similar regional universities.