在工程教育认证背景下,以安徽理工大学为例,对电气工程专业课程评价体系现状开展横纵向对比分析,对电气工程专业课程评价和持续改进体系存在的不足进行改革。以OBE (Outcome-Based Education,成果导向教育)理念为宗旨,通过对专业课程评...在工程教育认证背景下,以安徽理工大学为例,对电气工程专业课程评价体系现状开展横纵向对比分析,对电气工程专业课程评价和持续改进体系存在的不足进行改革。以OBE (Outcome-Based Education,成果导向教育)理念为宗旨,通过对专业课程评价流程、评价方法与其持续改进机制的改革,有针对性地提出一种定性评价量化标准,提高整个专业课程体系在实践中的科学性,以持续改善教学质量,全面挖掘专业课程在专业素养养成、综合能力提升、专业实践拓展和未来职业规划等功能核心作用,持续不断提升电气工程专业人才培养质量,为高校电气工程专业课程评价及持续改进体系的不断深化改革提供可行方案。Under the background of engineering education accreditation, this study conducts a comparative analysis of the current status of evaluation systems for electrical engineering courses in both horizontal and vertical dimensions, aiming to reform the shortcomings in the evaluation and continuous improvement system for electrical engineering courses. Guided by the concept of Outcome-Based Education (OBE), targeted reforms are proposed for the evaluation process, methods, and mechanisms for continuous improvement of professional courses. A qualitative evaluation quantitative standard is introduced to enhance the scientific nature of the entire course system in practice, with a focus on improving teaching quality and fully exploring the core role of professional courses in developing professional competence, enhancing comprehensive abilities, expanding practical experiences, and planning future careers. This study aims to continuously improve the quality of talent cultivation in electrical engineering and provide feasible approaches for deepening reforms in course evaluation and continuous improvement systems at universities.展开更多
文摘在工程教育认证背景下,以安徽理工大学为例,对电气工程专业课程评价体系现状开展横纵向对比分析,对电气工程专业课程评价和持续改进体系存在的不足进行改革。以OBE (Outcome-Based Education,成果导向教育)理念为宗旨,通过对专业课程评价流程、评价方法与其持续改进机制的改革,有针对性地提出一种定性评价量化标准,提高整个专业课程体系在实践中的科学性,以持续改善教学质量,全面挖掘专业课程在专业素养养成、综合能力提升、专业实践拓展和未来职业规划等功能核心作用,持续不断提升电气工程专业人才培养质量,为高校电气工程专业课程评价及持续改进体系的不断深化改革提供可行方案。Under the background of engineering education accreditation, this study conducts a comparative analysis of the current status of evaluation systems for electrical engineering courses in both horizontal and vertical dimensions, aiming to reform the shortcomings in the evaluation and continuous improvement system for electrical engineering courses. Guided by the concept of Outcome-Based Education (OBE), targeted reforms are proposed for the evaluation process, methods, and mechanisms for continuous improvement of professional courses. A qualitative evaluation quantitative standard is introduced to enhance the scientific nature of the entire course system in practice, with a focus on improving teaching quality and fully exploring the core role of professional courses in developing professional competence, enhancing comprehensive abilities, expanding practical experiences, and planning future careers. This study aims to continuously improve the quality of talent cultivation in electrical engineering and provide feasible approaches for deepening reforms in course evaluation and continuous improvement systems at universities.
