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To address challenges of software technology and society, the applied software higher education reform is urgently demanded. We used OBE (Outcome Based Education), the international advanced engineering education concept, as guidance to carry out reverse design in the determination of learning outcomes, curriculum design, and practice teaching, switching from "attention on discipline teaching" to "attention on student acquisition", and set the goal of training according to the industrial needs with the construction of a professional curriculum system. As a result, we made new changes in teaching mode, switching from "teaching as the center" to "learning as the center"; and strengthened the multi-level progressive practice teaching, switching from "single subject" to "multiple subject". OBE 导向下的软件应用专业教学策略与实践 杨谊, 喻德旷 南方医科大学生物医学工程学院,广州,中国 *通讯作者 关键词:成果导向理念; 软件应用专业; 学习成果;反向设计 摘要:为应对软件技术和社会的挑战,运用国际先进的工程教育理念 OBE,在软件应用专业 的学习成果确定、课程体系设计及实践教学深化等方面进行了改革,由“关注学科传授”向 “关注学生习得”转变,根据行业产业需求制定人才培养目标,建设专业课程体系;由“以 教为中心”向“以学为中心”转变,根据学习成果要求反向设计教学内容和过程;由“单一 主体”向“多元主体”转变,加强多元化层次递进式实践教学。 1. 引言 成果导向教育(Outcome Based Education,OBE)自 20 世纪 80 年代兴起,目前在国际 工程教育中得到了广泛的关注和应用。它的核心是重视每一个学生应达到的最终学习成果,即 完成学习过程后所获得的能力,并依据最终学习成果反向开展课程体系、教学内容和教学方法 的设计[1]。OBE 和传统的学科导向教育(Discipline Based Education)有本质区别:前者 以成果决定过程,以学生所取得的结果为导向进行教学的反向设计,焦点在于学生最后获取 的能力;后者以知识决定过程,遵循学科体系进行教学的正向设计,焦点在于教学过程是否 符合规范。实践证明,OBE 在高等工程教育中具有先进性、科学性与实用性[2],对高校工程 人才培养模式产生了深远的影响[2]。 我国高等工程教育的目标是培养社会需要的高级工程技术人才,但是现阶段的教育模式 和培养能力并不能满足社会发展所急需要的专业技术人才。以软件产业为例,中国对于中高 级软件人才需求量为每年 20万人以上,并以每年 20%左右的速度增长。目前,高校每年培养 的软件类毕业生约 18万人,不仅在数量上少于社会需求,而且在质量上远远不能满足技术发

OBE Directed Teaching Strategy and Practice of Software Application Specialization