Volume 4,Issue 6
Research on the Teaching Reform and Practice of the “Safety Economics” Course
In response to the problems existing in the traditional teaching model of the Safety Economics course, this study, guided by the outcomes-based education (OBE) philosophy, establishes a course teaching case database aligned with social development and technological frontiers, diversifies teaching methods and forms, designs a teaching model oriented toward student competency cultivation, grounded in theoretical knowledge, and supplemented by ideological and political education elements, and constructs a whole-process diversified evaluation and assessment mechanism. These reforms broaden and deepen the scope of teaching content and improve teaching quality and effectiveness.
[1] Tian Y, Ma LZ, Liu XT, 2023, Reform and Exploration of Design Courses for Civil Engineering Majors Under the OBE Model. Industrial & Science Tribune, 22(1): 3.
[2] Yang L, 2023, Research on the Reform of the Road Survey and Design Course Based on OBE Under the Background of Emerging Engineering Education. Scientific Consult, 2023(5): 113–115.
[3] Ma HP, Wu C, 2014, Research on the Core Principles of Safety Economics. China Safety Science Journal, 24(9): 5.
[4] Zhao L, Guo ZG, 2022, Exploration of Ideological and Political Construction in the Safety Economics Course. The Guide of Science & Education, 2022(15): 119–121.
[5] Zhang ZY, Huang WJ, Ling L, et al., 2022, Teaching Reform of the Principles of Communication Course Based on OBE Under the Background of Emerging Engineering Education. Journal of Mudanjiang College of Education, 2022(11): 97–99.
[6] Wang W, Zhang SX, Zhang H, et al., 2022, Teaching Reform and Practice of Cybersecurity and Law Enforcement Led by Disciplinary Competitions. Theory and Practice of Education, 42(12): 54–56.
