Constructing and Implementing the Ideological and Political Teaching System of a Course Based on OBE Concept —Taking the “Literature Information Retrieval and Scientific Paper Writing” as an Example

课程思政是高校落实立德树人根本任务的重要途径，也是协同培养德智体美劳全面发展的时代新人的关键保障。高质量的课程思政教学体系是实现思政教育与专业教育有机融合的重要桥梁。本研究基于OBE教育理念，结合《文献信息检索与科技论文写作》课程的特性和地位，以“成果导向”为原则优化教学大纲并明确课程目标。通过模块化设计，将课程教学内容与思政教育目标和要素深度融合，构建了具有系统性和针对性的教学体系。课程采用以学生为中心的“四位一体”教学模式(“线上 + 线下”“课内 + 课外”)，组织和实施教学活动，实现了成果导向的教学方式。同时，构建了全方位、多维度、多元化、高度细化的课程评价体系，并配套可持续改进的措施，确保教学目标的达成。在教学实践过程中，该课程思政教学体系有效调动了学生的学习积极性，显著提升了教学质量和立德树人成效。研究结果表明，该教学体系有助于培养具有扎实专业能力和高尚思想品德的高素质人才，为推动课程思政教学改革提供了有益的参考。Curriculum-based ideological and political education (IPE) represents a critical approach for universities to fulfill the fundamental mission of cultivating ethical and competent professionals, serving as a key guarantee for fostering well-rounded individuals with comprehensive development in morality, intelligence, physique, aesthetics, and labor. A high-quality IPE teaching system constitutes an essential bridge for achieving the organic integration of ideological education and specialized instruction. This study, grounded in the Outcome-Based Education (OBE) philosophy, optimized the teaching syllabus and clarified course objectives with an outcome-oriented principle by leveraging the unique characteristics and disciplinary position of the course “Literature Information Retrieval and Scientific Paper Writing”. Through modular design, the study systematically integrated course content with IPE objectives and elements, establishing a structured and targeted teaching framework. The course adopted a student-centered “four-in-one” pedagogical model (“online + offline” and “in-class + extracurricular”) to organize and implement instructional activities, realizing outcome-driven teaching practices. Concurrently, a comprehensive, multi-dimensional, diversified, and highly refined evaluation system was developed, complemented by sustainable improvement mechanisms, to ensure the achievement of educational goals. Empirical teaching practices demonstrated that this IPE teaching system effectively stimulated student engagement, significantly enhancing both teaching quality and the effectiveness of character education. Research findings indicate that this system contributes to cultivating high-quality professionals with solid expertise and ethical integrity, providing a valuable reference for advancing curriculum-based ideological and political education reforms.