Research on Tiered Project Design for Statistics Courses Under the OBE-PBL Dual-Drive Model

DOI: https://doi.org/10.62517/jhet.202615118

Author(s)

Xiaoqian Huang

Affiliation(s)

School of International Education, Sias University, Zhengzhou, Henan, China

Abstract

This paper addresses issues such as the disconnect between theory and practice in statistics courses for business and economics majors, as well as significant disparities in student abilities. It proposes establishing an OBE-PBL dual-drive teaching model. Guided by the objectives of Outcome-Based Education (OBE) and utilizing Project-Based Learning (PBL) as its practical vehicle, this model incorporates tiered project design as a key differentiated adaptation strategy, forming a three-tiered closed-loop system of “Objectives-Projects-Tiered Design.” The study systematically outlines the construction principles and implementation pathways for tiered project design within this model.It aims to implement differentiated instruction and effectively enhance students' comprehensive ability to apply statistical thinking to solve complex real-world problems, and provide a curriculum reform solution for cultivating the interdisciplinary data analysis talent required in the digital economy era.

Keywords

OBE-PBL; Statistics Courses; Tiered Project Design

References

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