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Reconstruction and Practice Path of the "Discrete Mathematics" Curriculum System under Outcome-Based Education

Author(s)

Fangfang Li

Affiliation(s)

School of Computer Science and Engineering, Northeastern University, Shenyang, Liaoning, China

Abstract

Outcome-Based Education (OBE), centered on students' learning outcomes and emphasizing continuous improvement, provides scientific guidance for university curriculum reform. As a core foundational course for computer-related majors, the scientific nature of the Discrete Mathematics curriculum system directly influences the cultivation of students' logical thinking, abstract reasoning, and problem-solving abilities, which is crucial to the quality of professional talent training. Based on the concept of Outcome-Based Education (OBE), this study conducts research on the reconstruction and practice of the "Discrete Mathematics" curriculum system. Firstly, it sorts out the compatibility between core OBE theories and "Discrete Mathematics"; then analyzes the current status and core problems of the curriculum system, and further completes the curriculum system reconstruction from the dimensions of teaching content, teaching links and methods, and assessment and evaluation; finally, verifies the practical effect through teaching cases. The research shows that the reconstructed curriculum system and practice path can effectively improve students' achievement of learning outcomes and core competencies, providing theoretical reference and practical experience for the OBE reform of "Discrete Mathematics" and similar basic science courses.

Keywords

Outcome-Based Education; Discrete Mathematics; Curriculum System Reconstruction; Practice Path; Talent Training

References

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