Author(s)

Yantao He ¹, Sijia Liu ²

Affiliation(s)

¹ Department of Computer Science, Guangdong University of Science and Technology, No. 2, Songshan Lake Section, Dongguan, China
² School of Mechanical Engineering, Hunan University of Science and Technology, Taoyuan Road, Xiangtan, China

Corresponding Author

Yantao He

ABSTRACT

This study applies the teaching philosophy of Outcome-Based Education (OBE) to a curriculum, enhancing its educational value through the strategic design of teaching modes, construction of teaching resources, and formulation of teaching evaluations. The effectiveness of these objectives is assessed by observing student learning outcomes. The process primarily involves a reverse curriculum design, beginning with the demands of the information technology industry. This leads to the determination of professional training objectives based on these demands. Subsequently, graduation requirements are established in alignment with these training objectives. These graduation requirements then inform the curriculum system and curriculum objectives. The curriculum content and teaching methods are determined based on these curriculum objectives, facilitating the development of teaching resources, designing evaluation methods, creating a syllabus for the curriculum, and ultimately implementing it in classroom settings. The learning outcomes are then evaluated, tracking the effectiveness of teaching strategies and continuously refining the curriculum design. By integrating professional knowledge closely with ideological and political education content within the curriculum, this approach fosters emotional engagement in the curriculum, subtly enhancing students' motivation to learn. It also promotes the establishment of accurate concepts while acquiring professional knowledge.

KEYWORDS

Curriculum Intrinsic Value, OBE, Practical teaching

CITE THIS PAPER

Yantao He, Sijia Liu, Research and Practice of Curriculum Intrinsic Value Development Method Based on OBE Concept. Curriculum and Teaching Methodology (2024) Vol. 7: 135-142. DOI: http://dx.doi.org/10.23977/curtm.2024.070221.

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