Construction and practice verification of a blended teaching model for undergraduate empirical thesis writing based on the Outcome-Based Education (OBE) concept
基于OBE理念的本科实证论文写作混合教学模式构建与实践验证

摘要

针对经管类本科生在实证论文写作中存在的认知模糊与畏难情绪，以及传统教学方法效果有限的问题，本研究以成果导向教育（OBE）理念为指导，构建了“解构-辨误-建模-生成”四位一体的混合教学模式。该模式通过“论文重构游戏”实现整体认知解构，通过正反案例辨析内化写作规范，通过范文精读建立优质图式，最终通过针对性练笔完成能力迁移。基于一个教学班（N=21）的问卷数据评估显示，各教学环节均获得学生高度认可（均值>4.57），学生在论文结构认知、错误辨识能力及写作信心等方面均有显著提升。本研究表明，以OBE理念系统设计的混合教学模式，能有效破解实证论文写作教学“知易行难”的困境，为相关课程改革提供了可操作的实践路径。

Abstract

This study constructs "Deconstruction-Error Identification-Modeling-Generation" model, which is a four-in-one hybrid teaching model guided by the Outcome-Based Education (OBE) philosophy. This model comprises four key components: "Paper Reconstruction Games”, "Examples of common mistakes demonstration”, "Interpretation of High-Quality journal articles” and "Targeted Writing Practice”. Evaluation based on questionnaire data from a teaching class (N=21) revealed that all teaching components received high student approval (mean >4.57), with significant improvements in students' understanding of paper structure, error identification, and writing confidence. This study demonstrates that a hybrid teaching model guided by the OBE philosophy which helps students coordinate and advance their understanding and writing of empirical papers, thereby providing a practical example for related courses.