Guided by the OBE (Outcome-Based Education) concept, this study designs the teaching in reverse based on learning outcomes and social demands, forming a major English reading course system with practice as the main focus. It explores students’ engagement in this practice course, summarizes the suitable teaching mode for the English reading practice course, and addresses the common issues of low student engagement and relatively backward use of information technology in general reading courses. The research data indicates that after the reform, students’ engagement in the practice teaching mode of the reading course becomes higher in terms of behavioral, cognitive and emotional dimension, and good learning outcomes have been achieved.
References
[1]
Astin, A. W. (1984). Student Involvement: A Developmental Theory for Higher Education. Journal of College Student Personnel, 25, 297-308.
[2]
Bai, H. (2012). Learning Effect Evaluation: The Trend of the Development of Higher Education Evaluation in the United States. Journal of Hebei Normal University (Education Science Edition), 14, 26-31.
[3]
Ewell, P. T. (2001). Accreditation and Student Learning Outcomes:A Proposed Point of Departure (p. 5). Council for Higher Education Accreditation.
[4]
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74, 59-109. https://doi.org/10.3102/00346543074001059
[5]
Ing, M., & Victorino, C. (2016). Differences in Classroom Engagement of Asian American Engineering Students. Journal of Engineering Education, 105, 431-451. https://doi.org/10.1002/jee.20126
[6]
Kong, Q. P. (2003). Educational Research Methods. Educational Science Press.
[7]
Li, Z. Y. (2014). Analysis of the Outcome-Based Education Concept of Professional Accreditation in Engineering Education. Higher Education in China, No. 17, 7-10.
[8]
National Foreign Language and Literature Major Teaching Advisory Board of Higher Education under the Ministry of Education & Teaching Advisory Board for Undergraduate Programs in English Language and Literature (2020). The Teaching Guide for Foreign Languages and Literature Undergraduate Majors in Colleges and Universities (Part I): English Majors. Foreign Language Teaching and Research Press.
[9]
National Teaching Advisory Board of Higher Education under the Ministry of Education (2018). National Quality Criteria for Undergraduate Teaching (Part I). Higher Education Press.
[10]
Spady, W. G. (1981). Outcome-Based Instructional Management:A Sociological Perspective. National Institute of Education.
United Nations Educational, Scientific and Cultural Organization (UNESCO) (2007). Quality Assurance and Accreditation: A Glossary of Basic Terms and Definition.
[13]
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (1979). User Acceptance of Information Technology: Toward a Unified View1. MIS Quarterly, 27, 425-478. https://doi.org/10.2307/30036540
[14]
Zhang, W. Z., & Sun, Y. Z. (2023). Analysis of the Current Situation of Core Course Module Construction for Foreign Language Majors—Based on the First Batch of Countries Investigation on the Construction Points of First-Class Undergraduate Programs. Foreign Languages in China, 20, 11-16.
