基于OBE理念的虚拟仿真实验教学改革研究——面向计算机类课程

Research on Virtual Simulation Experimental Teaching Reform Based on the OBE Concept—For Computer Science Courses

摘要: 随着教育数字化转型不断推进，虚拟仿真逐渐成为计算机类课程实验教学的重要载体。针对现有研究中课程目标、实验任务与评价证据衔接不足的问题，本文在系统梳理国内外OBE、虚拟仿真及二者融合研究的基础上，构建“成果目标–实验任务–过程数据–达成评价–持续改进”的教学改革框架。进一步以《操作系统》进程调度实验为例，将算法理解、方案设计、性能分析和工程规范等预期成果映射到课前诊断、仿真探究、参数对比、报告论证与反思改进等环节，并设计由平台过程数据、前后测、实验报告量规和学生问卷共同支撑的评价方案。该案例把抽象框架落实为可执行、可观测和可迭代的实施路径，可为计算机类课程虚拟仿真实验教学改革提供参考。

Abstract: With the continuing digital transformation of higher education, virtual simulation has become an important vehicle for experimental teaching in computer science courses. To address the weak alignment among course outcomes, experimental tasks, and assessment evidence in existing studies, this paper reviews domestic and international research on Outcome-Based Education (OBE), virtual simulation, and their integration, and proposes a reform framework linking intended outcomes, experimental tasks, process data, attainment assessment, and continuous improvement. A process-scheduling experiment in an Operating Systems course is then used as a concrete case. Expected outcomes concerning algorithmic understanding, solution design, performance analysis, and engineering practice are mapped to pre-class diagnosis, simulation-based inquiry, parameter comparison, report-based argumentation, and reflective improvement. An evidence scheme combining platform process data, pre- and post-tests, report rubrics, and student questionnaires is also specified. This case study translates the abstract framework into an actionable, observable, and iterative implementation pathway, offering a reference for reforming virtual simulation-based experimental teaching in computer-related courses.