Volume 24 Issue 4
Apr.  2026
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Article Navigation >  Chinese Journal of General Practice  > 2026  >  24(4): 664-667
GAO Changyu, YUAN Fu, CHEN Baozhong, FU Qiang, ZHAO Xueying, BI Junhui, MENG Tuo. Exploration and Practice of Blended Teaching Model for the Formulaology Based on OBE Concept[J]. Chinese Journal of General Practice, 2026, 24(4): 664-667. doi: 10.16766/j.cnki.issn.1674-4152.004464
Citation: GAO Changyu, YUAN Fu, CHEN Baozhong, FU Qiang, ZHAO Xueying, BI Junhui, MENG Tuo. Exploration and Practice of Blended Teaching Model for the Formulaology Based on OBE Concept[J]. Chinese Journal of General Practice, 2026, 24(4): 664-667. doi: 10.16766/j.cnki.issn.1674-4152.004464
shu

Exploration and Practice of Blended Teaching Model for the Formulaology Based on OBE Concept

doi: 10.16766/j.cnki.issn.1674-4152.004464
  • 1.

    Institute of Basic Medicine, Heilongjiang University of Chinese Medicine, Harbin, Heilongjiang 150040, China

Funds:

 GJB1423482

 GJB1423483

 SJGY20200680

  • Received Date: 2025-01-22
    Abstract
  •   Objective  To implement a small private online course (SPOC)-based online-offline blended teaching model in the Formulaology course, explore and summarize the features and advantages of this teaching model, and provide insights for the reform of Formulaology pedagogy.  Methods  Guided by the concept of outcome-based education (OBE), a SPOC aligned with the teaching objectives of the Formulaology course was developed. The online-offline blended teaching model was restructured and innovated, then implemented and practiced in the Formulaology course.  Results  The SPOC-based blended teaching model centered on students ' needs and interests, aiming to enhance their autonomous learning and practical application abilities, thereby truly prioritizing student-centered education. A comprehensive before-class, in-class, and after-class teaching evaluation system was established throughout the course. A multi-dimensional assessment approach evaluated the entire learning process, complemented by questionnaires assessing teaching effectiveness, forming a closed-loop evaluation system for both teaching and learning. This provided a foundation for teachers and students to understand current teaching and learning dynamics and to drive future improvements. The components of the OBE concept, student-centered, outcome-oriented focus, and continuous improvement, were integrated into the entire teaching process.  Conclusion  The SPOC-based blended teaching model for the Formulaology course, grounded in the OBE concept, scientifically designs the teaching process to align with course objectives. This model fosters harmonious, efficient, and engaging teacher-student interactions, stimulating students ' enthusiasm and initiative in learning Formulaology. Rich and targeted course resources fully meet students ' needs for autonomous and in-depth learning. The multi-dimensional evaluation system shifts students ' mindset from exam-oriented or perfunctory learning, fully embodying the "student-centered" philosophy. This model warrants further promotion and application.

     

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