基于OBE理念的《电动力学》混合式教学模式实践研究

Practical Research on Blended Teaching Model of Electrodynamics Based on OBE Concept

摘要: 《电动力学》是电子信息、通讯和物理学等工科专业核心基础课程，课程内容以抽象场论、复杂矢量推导为主体，存在理论晦涩、数理推演难度大、理论与工程应用脱节等典型教学痛点，传统灌输式授课模式难以匹配新工科背景下工程教育认证对高阶工程能力输出的人才培养要求。本文以成果导向教育(OBE)理念为理论支撑，围绕“学生中心、成果导向、持续改进”核心育人逻辑，融合线上自主学习与线下深度研讨的混合式教学优势，构建适配《电动力学》课程特征的一体化混合式教学体系。研究遵循OBE逆向设计思路，从课程学习成果界定、教学内容模块化重构、全周期线上线下教学流程再造、多元闭环评价体系搭建四个维度完成教学设计，并开展对照教学实践检验改革成效。教学实践结果表明，该教学模式能够有效化解传统课程教学短板，显著提升学生理论知识掌握水平、电磁工程分析实践能力与创新科研思维，可为高校同类抽象理论类专业基础课的教学改革提供可复制、可推广的实践范式。

Abstract: Electrodynamics is a core fundamental course for engineering majors including Electronic Information, Communications and Physics. Focusing on abstract field theory and complex vector derivation, the course faces typical teaching challenges such as abstruse theories, difficult mathematical deduction, and disconnection between theories and engineering applications. The traditional indoctrination teaching model can hardly satisfy the talent training requirements of engineering education accreditation for cultivating students’ high-order engineering capabilities under the background of Emerging Engineering Education. Supported by the Outcome-Based Education (OBE) philosophy, this paper adheres to the core educational logic of “student-centered, outcome-oriented and continuous improvement”. By integrating the advantages of online autonomous learning and offline in-depth discussion, an integrated blended teaching system suitable for the characteristics of the Electrodynamics course is constructed. Following the OBE backward design framework, the teaching design is carried out from four dimensions: defining course learning outcomes, modular reconstruction of teaching content, reengineering of full-cycle online and offline teaching processes, and establishment of a diversified closed-loop evaluation system. Controlled teaching experiments are implemented to verify the effectiveness of the teaching reform. Practical results demonstrate that the proposed teaching model can effectively tackle the deficiencies of traditional teaching, greatly improve students’ command of theoretical knowledge, practical ability in electromagnetic engineering analysis and innovative scientific research thinking. It can also provide a replicable and promotable practical paradigm for the teaching reform of similar abstract theoretical basic professional courses in universities.