Exploring Project-Driven Reforms in Teaching Content and Assessment Methods for University Operating Systems
Abstract
To address the disconnect between theory and practice in operating system courses, project-driven teaching employs projects
as a vehicle, adhering to the core principles of "project-centered, student-centered, and teacher-guided." It drives course optimization by
restructuring teaching content and reforming assessment methods. Its reform logic centers on integrating "theory-practice-competency, "
modularizing teaching content and designing tiered project practices to establish a closed-loop integration mechanism. Simultaneously,
it optimizes the assessment system with a "project-primary, exam-secondary" approach, setting a 3:7 ratio for final written tests versus
project evaluations. This encompasses project implementation, theoretical assessment, and formative performance evaluation, facilitating
students' transition from knowledge memorization to competency enhancement while cultivating self-directed learning, collaborative inquiry, and problem-solving abilities.
as a vehicle, adhering to the core principles of "project-centered, student-centered, and teacher-guided." It drives course optimization by
restructuring teaching content and reforming assessment methods. Its reform logic centers on integrating "theory-practice-competency, "
modularizing teaching content and designing tiered project practices to establish a closed-loop integration mechanism. Simultaneously,
it optimizes the assessment system with a "project-primary, exam-secondary" approach, setting a 3:7 ratio for final written tests versus
project evaluations. This encompasses project implementation, theoretical assessment, and formative performance evaluation, facilitating
students' transition from knowledge memorization to competency enhancement while cultivating self-directed learning, collaborative inquiry, and problem-solving abilities.
Keywords
Project-driven; University operating system; Teaching content; Assessment methods; Reform
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PDFReferences
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DOI: http://dx.doi.org/10.70711/neet.v4i2.8664
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