OBE理念下卫生防疫与防护课程线上线下混合式教学改革与四维能力培养实践

Online-Offline Blended Teaching Reform and Four-Dimensional Competency Cultivation of Epidemic Prevention and Protection Courses Based on OBE Concept

摘要: 目的：针对职业技术教育卫生防疫与防护技术课程学时压缩、实战化教学供给不足、学生岗位适配能力偏弱等教学痛点，依托成果导向教育(Outcome-Based Education, OBE)理念开展教学改革。方法：立足基层防疫从业人员岗位需求，构建知识、技能、态度、应急响应四维能力培养体系，从课程目标设定、教学内容重构、数字资源建设、全过程考核评价四方面完成系统化教学设计；依托五环教学逻辑与六步闭环教学流程实施线上线下混合式教学，选取114名学生为研究对象开展教学实践验证。结果：改革后学生线上测试成绩和通过率、实操考核成绩与优秀率均显著提升，课程学生满意度达98.25%；改革有效化解学时紧张与实战化人才培养的矛盾，完善课程数字化教学资源，产出多项教学改革与科普实践成果。结论：OBE理念指导的混合式教学模式可精准对接公共卫生防疫岗位能力需求，全面提升教学质量与学生综合公共卫生保障能力，可为同类职业教育公共卫生课程教学改革提供实践参考。

Abstract: Objective: To address prominent teaching challenges of the Sanitation Epidemic Prevention and Protection Technology course in vocational education, including compressed class hours, insufficient practical training resources and students’ inadequate post-adaptability, this study carried out teaching reform guided by Outcome-Based Education (OBE) concept. Methods: Oriented to the competency requirements of grassroots public health practitioners, a four-dimensional competency framework covering knowledge, operational skills, professional attitude and emergency response capacity was constructed. Systematic teaching design was completed in four dimensions: curriculum objective formulation, teaching content restructuring, digital resource development and whole-process multi-dimensional assessment. Online-offline blended teaching was implemented via a five-link teaching logic and a six-step closed-loop teaching procedure, with 114 students recruited as experimental subjects for practical verification. Results: After the reform, students’ average scores and pass rates of online theoretical tests, as well as average scores and excellence rates of practical assessments, were significantly improved, with overall student satisfaction reaching 98.25%. The reform effectively resolved the conflict between limited class hours and combat-oriented talent training, and digital teaching resources, and yielded abundant teaching and science popularization achievements. Conclusion: The OBE-driven blended teaching model precisely matches competency demands of public health epidemic prevention posts and improves teaching quality and students’ comprehensive public health support capacity, which provides practical references for curriculum reform of similar public health courses in vocational education.