OBE理念下的英语教学改革课题研究

Introduction

The traditional approach to English language teaching has been criticized for its lack of emphasis on the development of students' critical thinking and problem-solving skills. The Outcomes-Based Education (OBE) approach offers a solution to this problem by focusing on the desired outcomes of learning rather than just the content to be taught. This paper proposes an OBE-based English language teaching approach that aims to develop students' critical thinking and problem-solving skills.

Background

The traditional approach to English language teaching has been criticized for its lack of emphasis on the development of students' critical thinking and problem-solving skills. This approach focuses primarily on the transmission of knowledge from the teacher to the students, with little regard for the students' individual needs and interests. As a result, students often feel disengaged from the learning process and fail to develop the skills they need to succeed in the real world.

The OBE approach, on the other hand, focuses on the desired outcomes of learning rather than just the content to be taught. This approach emphasizes the development of students' critical thinking and problem-solving skills, as well as their ability to apply what they have learned in real-world situations. By focusing on the outcomes of learning, the OBE approach ensures that students are equipped with the skills they need to succeed in the real world.

Objectives

The objectives of this OBE-based English language teaching approach are as follows:

To develop students' critical thinking and problem-solving skills.
To help students apply what they have learned in real-world situations.
To promote student engagement and motivation in the learning process.
To provide students with a personalized learning experience that meets their individual needs and interests.

Methodology

The OBE-based English language teaching approach will be implemented through the following steps:

Identify the desired learning outcomes: The first step in implementing the OBE approach is to identify the desired learning outcomes. This involves determining what skills and knowledge students should be able to demonstrate at the end of the learning process.
Develop learning activities: Once the desired learning outcomes have been identified, the next step is to develop learning activities that will help students achieve these outcomes. These activities should be designed to promote critical thinking and problem-solving skills, as well as to help students apply what they have learned in real-world situations.
Assess student learning: The OBE approach emphasizes the importance of assessing student learning based on the desired outcomes. This means that assessment should be focused on whether students have achieved the desired learning outcomes, rather than just on their knowledge of the content.
Provide feedback: Feedback is an essential component of the OBE approach. Teachers should provide students with feedback on their progress towards achieving the desired learning outcomes. This feedback should be specific and focused on the outcomes, rather than just on the content.
Reflect and revise: The OBE approach emphasizes the importance of reflecting on the learning process and revising the approach as needed. Teachers should regularly reflect on the effectiveness of their teaching approach and revise it as needed to ensure that it is meeting the desired learning outcomes.

Conclusion

The OBE-based English language teaching approach proposed in this paper offers a solution to the problem of the traditional approach's lack of emphasis on the development of students' critical thinking and problem-solving skills. By focusing on the desired outcomes of learning, this approach ensures that students are equipped with the skills they need to succeed in the real world. The implementation of this approach requires the identification of desired learning outcomes, the development of learning activities, the assessment of student learning, the provision of feedback, and the reflection and revision of the teaching approach.