在OBE框架下,中职文秘专业《应用文写作》课程引入目标达成作为教学质量核心评估手段。首先,明确课程目标与毕业要求指标的对应关系,按章节设计具体目标,并优化其计算与评价方式,包括调整评价比重与细化标准。结果表明,课程总目标达成度...在OBE框架下,中职文秘专业《应用文写作》课程引入目标达成作为教学质量核心评估手段。首先,明确课程目标与毕业要求指标的对应关系,按章节设计具体目标,并优化其计算与评价方式,包括调整评价比重与细化标准。结果表明,课程总目标达成度为0.73,验证了课程目标的达成。经结果分析发现学生在学习过程中存在信息提取、整合理解以及职业素养等方面的不足。基于此,提出改进措施,构建闭环的持续改进机制,旨在提升教学质量与中职文秘专业人才培养质量。*通讯作者。Under the framework of OBE, goal achievement is introduced as a core assessment tool of teaching quality in the course of “Application Writing” of middle-level secretarial profession. Firstly, the correspondence between the course objectives and graduation requirement indicators is clarified, specific objectives are designed by chapters, and their calculation and evaluation methods are optimised, including the adjustment of evaluation weighting and refinement of criteria. The results show that the degree of achievement of the total objectives of the course is 0.73, which verifies the achievement of the course objectives. After the results were analysed, it was found that students had deficiencies in information extraction, integration and understanding as well as vocational literacy in the learning process. Based on this, improvement measures are proposed to construct a closed-loop continuous improvement mechanism, aiming to improve the quality of teaching and the quality of training talents in secondary clerical profession.展开更多
文摘在OBE框架下,中职文秘专业《应用文写作》课程引入目标达成作为教学质量核心评估手段。首先,明确课程目标与毕业要求指标的对应关系,按章节设计具体目标,并优化其计算与评价方式,包括调整评价比重与细化标准。结果表明,课程总目标达成度为0.73,验证了课程目标的达成。经结果分析发现学生在学习过程中存在信息提取、整合理解以及职业素养等方面的不足。基于此,提出改进措施,构建闭环的持续改进机制,旨在提升教学质量与中职文秘专业人才培养质量。*通讯作者。Under the framework of OBE, goal achievement is introduced as a core assessment tool of teaching quality in the course of “Application Writing” of middle-level secretarial profession. Firstly, the correspondence between the course objectives and graduation requirement indicators is clarified, specific objectives are designed by chapters, and their calculation and evaluation methods are optimised, including the adjustment of evaluation weighting and refinement of criteria. The results show that the degree of achievement of the total objectives of the course is 0.73, which verifies the achievement of the course objectives. After the results were analysed, it was found that students had deficiencies in information extraction, integration and understanding as well as vocational literacy in the learning process. Based on this, improvement measures are proposed to construct a closed-loop continuous improvement mechanism, aiming to improve the quality of teaching and the quality of training talents in secondary clerical profession.
