产出导向教育(Outcome-based Education, OBE)是工程教育专业认证的理论基础,建立OBE理念下的课程持续改进机制是现阶段工程教育专业认证的底线。因此,本文提出了全过程课程持续改进框架,建立了形成性评价和终结性评价相结合的课程目标达成情况全过程评价方法,以《科技与专业外语》课程为例针对2016级和2017级本科生开展了全过程评价与持续改进实践。形成性评价的课程目标达成增长速率随着课程教学的推进逐渐增长,2017级终结性课程目标达成情况相对于2016级平均提升13.1%,支撑毕业要求内涵观测点达成情况提升12.7%,全过程评价与持续改进同时促进了本轮和下一轮课程教学效果的提升,服务了学生解决土木工程复杂工程问题的能力培养。研究可为我国工科专业课程建设和持续改进提供借鉴和参考。

Outcome-based education (OBE) is the basis of engineering education accreditation. Moreover, establishing a curriculum continuous quality improvement mechanism under the OBE is now the bottom line of engineering education accreditation. Therefore, this paper proposed a whole process curriculum continuous quality improvement framework. The whole process achievement assessment method for the course objectives was established by integrating formative and summative evaluations. Taking the case of technical and professional foreign language course, the whole process assessment and continuous improvement were carried out on the 2016 and 2017 undergraduate. According to the formative evaluation, the increasing rates of the course objectives’ achievements increase with the advancing of the course. The summative course objective achievements of 2017 undergraduate increased by 13.1% compared with 2016 undergraduate, and the achievement of graduation attribute observation point increased by 12.7%. Therefore, the whole process achievement assessment and continuous improvement enhance the teaching results in both the current and next round and serve the undergraduate’s ability to solve complex engineering problems in civil engineering. The research may provide a reference for the construction and continuous improvement of the engineering curriculum.

江苏省高等教育教学改革研究重点课题（2021JSJG120），中国建设劳动学会“住房和建设领域高质量发展要素和人才支撑”项目（CCLI2021R0032），苏州科技大学教学改革与研究项目（2019JGZ-09），江苏省品牌专业（苏教高函〔2020〕9号）