| 周劲草,芮宏斌,高翔,王琪龙.从OBE到MBE:大语言模型支持下的课程教学范式重构[J].军事高等教育研究,2026,49(1):106-113 |
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| 从OBE到MBE:大语言模型支持下的课程教学范式重构 |
| From OBE to MBE：Reconstructing Course Teaching Paradigms Supported by Large Language Models |
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| DOI：10.3969/j.issn.2097-4043.2026.01.016 |
| 中文关键词: 大语言模型 OBE 元认知 单片机 嵌入式系统 |
| Key Words:large language models OBE metacognition microcontroller embedded systems |
| 基金项目:西安理工大学青年教学改革基金教学研究项目（XQJ-2407） |
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| 摘要点击次数: 108 |
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| 中文摘要: |
| 随着大语言模型在教育领域的广泛应用，基于成果导向教育理念的教学模式将面临新的挑战。特别是在模型强参与的课程场景中，学生可借助生成式技术快速完成任务，却往往弱化了对知识结构与思维路径的主动建构与主动梳理，导致教学评价失真、学生认知能力发展受限等问题。为解决上述问题，文章提出以元认知导向教育为核心的教学范式重构路径，旨在通过“认知表达—过程监测—策略修正—反思建构”四个阶段的教学结构，引导学生将自身的学习思维过程显性化，提升自身的自我调节与认知成长能力。文章以单片机课程为例，构建了涵盖任务重构、模型交互、过程记录与多元评价的教学实施体系。初步教学实践表明，该教学范式在提升学生知识理解深度、程序调试能力与学习主动性方面具有显著成效。研究结果为大语言模型深度嵌入背景下的工程类课程教学改革提供了理论支撑与实践参考。 |
| Abstract: |
| As large language models（LLMs）become increasingly common in education，the traditional outcome-based education（OBE）paradigm is encountering new types of challenges. In courses where LLMs play a major role，students can finish coding and report-writing tasks quickly with generative tools，yet may invest much less effort in building their own knowledge structures and reasoning paths，which in turn undermines the validity of assessment and the development of higher-order thinking. In response，this paper argues for a reconstruction of the teaching paradigm around metacognition-based education. Specifically，we organize instruction into four linked stages—cognitive articulation，process monitoring，strategy revision and reflective consolidation—so that students must externalize and examine how they think while learning in order to enhance self-regulation and cognitive growth. Taking a microcontroller course as the experimental setting，we design a concrete implementation scheme that combines task redesign，human–model interaction activities，process documentation and multi-dimensional assessment. Classroom practice to date suggests that this scheme can deepen conceptual understanding，enhance debugging skills and foster more active engagement. These observations offer both conceptual reference and an operational path for reforming engineering courses under the pervasive use of LLMs. |
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