本文在中美合作办学的背景下对于OBE（Outcome-Based Education）理念在自然科学类通识实验课程教学模式的应用进行了探讨。通过对实验课程设计和评价体系的探索，提出了一种应用OBE理念的实验课程设计框架。这种基于OBE理念、具有中美合作办学特点的通识实验课程对于培养学生的科学素养和综合能力，以及促进学生主动学习和团队协作有着积极的意义。

[1] 谭宗颖, 王颖, 陶斯宇. 中美代表性高校通识教育比较研究及启示[J]. 科学与社会, 2020, 10(3): 45-65.
[2] 王晓阳, 曹盛盛. 美国大学通识教育模式, 挑战及对策[J]. 中国高教研究, 2015 (4): 17-25.
[3] Spady W G, Marshall K J. Beyond Traditional Outcome-Based Education[J]. Educational leadership, 1991, 49(2): 67-72.
[4] Spady W G. Outcome-Based Education: Critical Issues and Answers[M]. American Association of School Administrators, 1801 North Moore Street, Arlington, VA 22209., 1994.
[5] 张男星,张炼,王新凤,孙继红. 理解 OBE:起源、核心与实践边界——兼议专业教育的范式转变 [J]. 高等工程教育研究, 2020,No.182 03 114-120.
[6] Davis M H, Amin Z, Grande J P, et al. Case studies in outcome-based education[J]. Medical teacher, 2007, 29(7): 717-722.
[7] Dai H N, Wei W, Wang H, et al. Impact of outcome-based education on software engineering teaching: A case study[C]//2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2017: 261-264.
[8] Tan K, Chong M C, Subramaniam P, et al. The effectiveness of outcome based education on the competencies of nursing students: A systematic review[J]. Nurse education today, 2018, 64: 180-189.
[9] An I L. Impact of outcome-based education instruction to accountancy students in an Asian University[J]. Asia Pacific Journal of Education, Arts and Sciences, 2014, 1(5): 48-52.
[10] 顾佩华,胡文龙,林鹏,包能胜,陆小华,熊光晶,陈严. 基于“学习产出”(OBE)的工程教育模式——汕头大学的实践与探索 [J]. 高等工程教育研究, 2014,No.144 01 33-43.
[11] 高玲, 曹春平. 论美国科学教育的发展及其逻辑[J]. 教育科学, 2023, 39(3): 15.
[12] Tam M. Outcomes-based approach to quality assessment and curriculum improvement in higher education[J]. Quality assurance in education, 2014.