Keywords
Pedagogical reform
Teaching content
Assessment method
Practical skills
Submitted : 2025-06-04
Accepted : 2025-06-19
Published : 2025-07-04
Abstract
In the context of the growing demand for application-oriented talent training, the traditional curriculum mode is difficult to meet the requirements of comprehensive ability in real positions. Based on the existing problems in the current curriculum teaching, this paper proposes a reform strategy with ability improvement as the core, discusses the updating of teaching content, innovation of teaching methods, and reform of assessment mechanism, and explores the path in combination with practice, aiming to build a teaching system of “knowledge + ability” and improve students’ ability to solve practical problems.
References
Huang Q, Chen YJ, 2023, Research on Blended Teaching Reform of Higher Mathematics Based on OBE
Concept. Research on Innovative Education, 11(12): 3894–3899.
Huang FQ, Wang BL, 2018, Modern Curriculum and Instruction Theory. People’s Education Press, Beijing, 15–50.
Liu W, Shang JG, 2024, Research on the Teaching Reform of “Environmental Chemistry” Course Based on OBE Education Concept. Education Progress, 14(1): 110–115.
Deng QW, 2025, Exploration of General Education Course Teaching Reform Driven by Modular Projects. Advances in Education, 15(3): 555–561
Wu Y, 2022, From Standardization to Innovation. Jinan University Press, Guangzhou, 54–80.
Liao JH, You LH, 2024, The Practice of Independent and Open Teaching Supervision in Secondary Colleges of Higher Vocational Institutions. Journal of Guangzhou City Vocational College, 2024(2): 84–87.
Deng ZM, 2021, Research on the Development of Professional Competencies. Chinese Vocational and Technical Education, 2021(15): 5–12.
Ministry of Education of China, 2020, Guidelines on Deepening Undergraduate Education Reform to Improve Talent Cultivation Quality. Document No. 2020(6): 5–30
European Commission, 2020, A European Approach to Micro-Credentials. Publications Office of the EU, 10–50
Boud D, Soler R, 2016, Sustainable Assessment Revisited. Assessment & Evaluation in Higher Education, 41(3): 400–413.