OBE理念下建设项目风险管理课程教学模式研究

Research on the Teaching Model of Construction Project Risk Management Course under the OBE Concept

摘要: 建设项目风险管理是工程管理与土木工程专业的一门核心课程，其教学内容具有较强的实践性与综合性特征。然而，传统教学模式长期面临理论与实践的脱节困境，难以有效培养学生的风险识别、评估与应对等综合能力。成果导向教育理念以“学生中心、成果导向、持续改进”为核心逻辑，为课程教学改革提供了新的理论视角。在剖析建设项目风险管理课程教学现状的基础上，提出以OBE理念重构课程教学目标、重组教学内容、创新教学方法、健全评价体系的“四维一体”教学模式，结合施工风险完整教学模块展示落地流程，配套绘制教学逻辑图直观呈现各维度联动关系；通过平行班教学试点从成绩、问卷、行业评价多维度验证模式育人成效，同时客观分析模式落地约束、适用局限并给出配套保障对策，相较于现有碎片化教改方案形成体系化创新，对于提升课程教学质量、培养适应行业发展需求的应用型人才具有重要的理论价值与实践意义。

Abstract: Project risk management is a core course in engineering management and civil engineering disciplines, and its teaching content has strong practical and comprehensive characteristics. However, the traditional teaching model has long faced the dilemma of theoretical and practical disconnection, making it difficult to effectively cultivate students’ comprehensive abilities such as risk identification, assessment, and response. The outcome-oriented education concept, with “student-centered, outcome-oriented, and continuous improvement” as its core logic, provides a new theoretical perspective for curriculum teaching reform. Based on an analysis of the current teaching situation of project risk management courses, a “four-dimensional integrated” teaching model is proposed, which redefines the teaching objectives, reorganizes the teaching content, innovates teaching methods, and improves the evaluation system based on the OBE (Outcome-Based Education) concept. The complete teaching module on construction risk is presented to demonstrate the implementation process, and a teaching logic diagram is drawn to visually present the interlinking relationships among the dimensions. Through a parallel class teaching pilot, the educational effectiveness of the model is verified from multiple dimensions such as grades, questionnaires, and industry evaluations. At the same time, the constraints and applicable limitations of the model implementation are objectively analyzed and corresponding guarantee countermeasures are provided. Compared with the existing fragmented teaching reform plans, this systematized innovation forms a new perspective, which has significant theoretical value and practical significance for improving the quality of course teaching and cultivating application-oriented talents who are adaptable to the development of the industry.