Research on the reform of the course assessment system for Tourism Law under the OBE approach
OBE导向下《旅游法规》课程评价体系改革研究

摘要

《旅游法规》是旅游管理专业实践性较强的专业课程，其教学不仅要求学生掌握旅游法律法规知识，更强调培养其解决问题的实践能力。传统课程评价较多依赖终结性考试，存在知识记忆导向明显、过程性评价薄弱、实践能力评价不足以及评价反馈与教学改进衔接不紧等问题，难以全面反映学生学习成果。基于OBE（Outcome-Based Education）成果导向理念，本文以预期学习成果为起点，重构课程目标、学习任务、评价方式与反馈机制，构建“目标—任务—评价—反馈—改进”一体化评价体系。改革以真实旅游问题为载体，构建“问题识别—法律分析—方案生成”的实践任务链，通过案例分析、情境模拟、项目任务和法律文书撰写等方式获取多维学习证据，并建立过程性、实践性与终结性评价相结合的评价结构。同时，将评价结果分别用于学生学习改进和教师教学调整，形成“评价—反馈—改进”的良性闭环。本研究可为OBE理念在旅游法规课程评价改革中的应用提供实践路径，并为应用型旅游人才法律实践能力培养提供参考。

Abstract

Tourism Law is a highly practical professional course in tourism management. Its teaching not only requires students to acquire knowledge of tourism laws and regulations but also emphasizes the development of their practical problem-solving abilities. Traditional course assessment has largely relied on summative examinations, resulting in several limitations, including an excessive emphasis on knowledge memorization, weak formative assessment, insufficient assessment of practical competencies, and inadequate integration between assessment feedback and teaching improvement. Consequently, it is difficult to comprehensively reflect students’ learning outcomes. Guided by the Outcome-Based Education (OBE) approach, this study takes intended learning outcomes as the starting point and reconstructs course objectives, learning tasks, assessment methods, and feedback mechanisms to develop an integrated “objectives–tasks–assessment–feedback–improvement” assessment system. The reform uses authentic tourism-related problems as the basis for constructing a practical task chain of “problem identification–legal analysis–solution development.” Multiple forms of learning evidence are collected through case analysis, scenario simulation, project-based tasks, and legal document writing, supported by an assessment structure integrating formative, practical, and summative assessment. Furthermore, assessment results are used to support students’ learning improvement and inform teachers’ instructional adjustments, thereby forming a continuous “assessment–feedback–improvement” cycle. This study provides a practical pathway for applying the OBE approach to assessment reform in Tourism Law courses and offers a reference for developing the legal and practical competencies of application-oriented tourism professionals.