“三全育人”长效机制的构建——以《新媒体导论》课程为例
The Construction of a Long Term Mechanism for “Three Comprehensive Education”—Taking the Course of “Introduction to New Media” as an Example

在当前的高等教育体系中，针对网络与新媒体专业的课程设置已经越来越注重实践性教学。在传统的教育模式下，学生往往难以仅通过课堂实践活动来充分提升他们的专业技能和职业修养。为了解决这一问题，许多教育机构开始采纳OBE理念和柯氏四级评估模型，作为评估工具被用于《新媒体导论》等课程中，以检验OBE理念的实际应用效果。结合OBE和柯氏四级评估模型，可以更系统地评价学生的学习成效。本文以《新媒体导论》课程为例，通过“三全育人”长效机制的构建，引导学生确立正确健康的思想价值观，并形成一个多方位育人的长效机制，这包括教书育人、科研育人、实践育人、管理育人、服务育人、文化育人及组织育人等各个层面。从而促进了学生全面发展，同时满足了现代社会对新媒体专业人才的复合型需求。
In the current higher education system, the curriculum for network and new media majors has increasingly focused on practical teaching. Under the traditional education model, students often find it difficult to fully enhance their professional skills and professional cultivation through classroom practical activities alone. In order to address this issue, many educational institutions have begun to adopt the OBE concept and Koch’s four-level evaluation model as evaluation tools used in courses such as Introduction to New Media to test the practical application effect of the OBE concept. By combining OBE and the Kirkpatrick four-level evaluation model, students’ learning outcomes can be more systematically evaluated. This article takes the course “Introduction to New Media” as an example, and through the construction of a long-term mechanism of “comprehensive education”, guides students to establish correct and healthy ideological values, and forms a multi-dimensional long-term mechanism of education, including education through teaching, research, practice, management, service, culture, and organization. Thus, it promotes the comprehensive development of students and meets the complex demand for new media professionals in modern society.