Exploration and practice on the assessment mode reform of logistics course
《物流学》课程考核方式改革探索与实践

摘要

随着智慧物流、供应链数字化的快速升级，现代物流行业对复合型、应用型物流人才的实操能力、系统思维与职业素养提出了更高要求。《物流学》是物流管理、电子商务、市场营销等专业的核心基础课程，兼具理论性、实践性与综合性，其考核模式直接决定课程育人质量与人才培养适配度。传统《物流学》课程考核存在评价主体单一、考核维度固化、重理论轻实践、过程性评价缺失、学用衔接不足等问题，难以适配新时代物流行业人才需求与高校内涵式教学发展要求。本文立足产业岗位需求与课程育人目标，结合OBE成果导向教育理念，重构课程考核体系，构建“全过程、多维度、重实操、融素养”的多元化考核模式，细化过程性考核与终结性考核指标，融入课堂表现、案例研讨、实操训练、项目实践、综合测评等多元内容，建立教学评闭环反馈机制。教学实践表明，本次考核改革有效激发了学生自主学习动力，夯实了学生物流专业基础，提升了学生物流实操能力与供应链系统思维，实现了从“应试考核”向“能力素养考核”的转型，为高校物流类课程教学考核改革提供实践参考。

Abstract

With the rapid upgrading of intelligent logistics and supply chain digitalization, modern logistics industry has put forward higher requirements for practical ability, systematic thinking and professional accomplishment of compound and applied logistics talents. Logistics is the core basic course of logistics management, e-commerce, marketing and other majors, which is both theoretical, practical and comprehensive, and its assessment mode directly determines the quality of curriculum education and the fitness of personnel training. There are some problems in the traditional course assessment of Logistics, such as single evaluation subject, solidified assessment dimension, emphasis on theory over practice, lack of process evaluation, insufficient connection between learning and application, etc., which are difficult to adapt to the talent demand of logistics industry and the development requirements of connotative teaching in colleges and universities in the new era. Based on the demand of industrial posts and the goal of curriculum education, combined with OBE's results-oriented education concept, this paper reconstructs the curriculum assessment system, constructs a diversified assessment model of “whole process, multi-dimensional, practical operation and quality integration”, refines the process assessment and summative assessment indicators, and integrates classroom performance, case discussion, practical operation training, project practice, comprehensive evaluation and other diverse contents to establish a closed-loop feedback mechanism for teaching evaluation. Teaching practice shows that this assessment reform effectively stimulates students’ self-learning motivation, consolidates their logistics professional foundation, improves their logistics practical ability and supply chain system thinking, and realizes the transformation from “examination-oriented assessment” to “ability literacy assessment”, which provides practical reference for the teaching assessment reform of logistics courses in colleges and universities.