基于OBE理念的大学物理课程思政体系构建与实践——以汽车服务工程专业为例

The Construction and Practice of Ideological and Political System of College Physics Course Based on OBE Concept—Taking Automobile Service Engineering as an Example

摘要: 针对大学物理教学中理论与工程实践脱节、课程思政与专业能力培养“两张皮”的痛点，基于成果导向教育(OBE)理念，以汽车服务工程专业为例，构建了“目标–内容–评价”一体化的课程思政教学体系。通过反向设计，将专业毕业要求中关于工程知识、工程安全与伦理、环境与可持续发展、创新与终身学习等指标点，分解为可测量、可评价的物理课程学习成果与育人目标。在此基础上，设计与汽车工程场景深度绑定的情境化案例，案例按照“情境导入–物理建模–工程分析–价值升华”模式从专业问题到价值引领的过程转化，并创新与之匹配的支架式教学法与多维度评价机制。教学实践表明，该模式显著提升了学生的学习成果达成度与工程伦理意识，为应用型高校基础课支撑工程教育认证提供了可复制的实践范式。

Abstract: Aiming at the pain points of the disconnection between theory and engineering practice in college physics teaching and the “two skins” of curriculum ideological and political education and professional ability training, based on the concept of outcome-based education (OBE), taking the automobile service engineering major as an example, an integrated curriculum ideological and political teaching system of “goal-content-evaluation” is constructed. Through reverse design, the index points of engineering knowledge, engineering safety and ethics, environment and sustainable development, innovation and lifelong learning in the professional graduation requirements are decomposed into measurable and evaluable physics course learning results and educational objectives. On this basis, a contextualized case that is deeply bound to the automotive engineering scene is designed. The case is transformed from a professional problem to a value-led process according to the “situation introduction-physical modeling-engineering analysis-value sublimation” model, and the matching scaffolding teaching method and multi-dimensional evaluation mechanism are innovated. Teaching practice shows that this model significantly improves students’ achievement of learning achievements and engineering ethics awareness, and provides a replicable practice paradigm for basic courses in applied universities to support engineering education certification.