Outcome-Based Education (OBE) Guided Project-Based Teaching Research in Engineering Drawing

This paper, guided by the OBE philosophy, conducts an in-depth investigation into the pedagogical reform of the “Engineering Drawing” course through the application of backward design and project-based teaching methods. Using the specific case of drawing a assembly Drawing of a tiger clamp, the study integrates course knowledge into practical projects by defining clear teaching objectives and challenging project tasks. During the implementation of the teaching process, students participate in projects in small groups, with the teacher taking on the roles of guide and observer, facilitating students in deepening their understanding of theoretical knowledge through practical applications. Through real-time feedback mechanisms and student assessments, a closed-loop system is established, providing valuable information for teachers and facilitating ongoing project optimization and adjustments. The results and discussions highlight the cultivation of capabilities in practical application and teamwork through project- based teaching, offering students a more comprehensive learning experience and achieving positive teaching outcomes. This research not only contributes to the specific course reform but also provides beneficial insights into the application of the OBE philosophy in project-based teaching.