Teaching Reform of the “Physical Pollution Control” Course Based on OBE Teaching Philosophy and PBL Teaching Model

“物理性污染控制”课程是环境科学与工程专业的重要选修课，涵盖噪声污染、振动污染、电磁辐射污染、放射性污染、光污染和热污染六大物理环境要素。然而，课程知识体系松散、逻辑性弱及教学内容抽象性高，导致学生理解和应用能力较弱。为解决上述问题，本研究结合OBE和PBL教学理念，对课程教学进行改革，从课程思政内容的融合、问题设计、学习环节、成果展示及评价机制四个方面进行优化。通过引入以真实案例为基础的开放性问题设计和多样化的学习形式，结合国家生态文明战略及工程实践案例，全面提升学生的独立学习能力、团队协作能力及解决实际问题的综合素质。致力于提高学生的学习兴趣与实践能力，为培养环境科学领域的复合型人才提供了新思路，也为学校课程教学改革积累了宝贵经验。The “Physical Pollution Control” course is a vital elective in Environmental Science and Engineering, covering six physical environmental elements: noise pollution, vibration pollution, electromagnetic radiation pollution, radioactive pollution, light pollution, and thermal pollution. However, its loosely structured knowledge system, weak logical coherence, and highly abstract content often hinder students’ understanding and practical application abilities. To address these issues, this study integrates the Outcome-Based Education (OBE) and Problem-Based Learning (PBL) philosophies to reform the course. Improvements are made in four key aspects: Integrating ideological and political education into the curriculum; designing open-ended, real-world problem scenarios; optimizing learning processes; establishing mechanisms for achievement presentation and evaluation. By incorporating case studies aligned with China’s ecological civilization strategy and engineering practices, the reform enhances students’ independent learning, teamwork, and comprehensive problem-solving skills. This approach aims to boost students’ interest and practical competence while providing innovative strategies for cultivating interdisciplinary talents in environmental science. It also offers valuable insights for institutional curriculum reform.