CONSTRUCTION AND APPLICATION OF PROJECT DRIVEN "ONE BODY, TWO WINGS AND THREE STAGES" TEACHING MODE BASED ON OBE CONCEPT

International Journal of Education (IJE) Vol.10, No.3, September 2022
DOI: 10.5121/ije.2022.10304 29
CONSTRUCTION AND APPLICATION OF
PROJECT DRIVEN "ONE BODY, TWO WINGS
AND THREE STAGES" TEACHING MODE
BASED ON OBE CONCEPT
Hongmei Xing and Zhiwei Xu
College of Data Science and Application,
Inner Mongolia University of Technology, Hohhot, Peoples R China
ABSTRACT
In view of the lack of engineering practice ability of software engineering students, the "one body, two
wings and three stages" teaching mode running through the project is applied to the teaching process.
Through the construction of double project driven and double tutor guidance, students' engineering
practice ability has been cultivated, and certain results have been achieved, which provides a reference for
the construction of project driven Teaching in related majors.
KEYWORDS
OBE, Project Driven, Dual Mentors, Practical Ability
1. INTRODUCTION
China officially joined the Washington Agreement on international engineering education in
2016, marking that China's engineering education quality certification system has achieved
international substantial equivalence, and the quality standards of engineering majors have
reached international recognition [1]. The basic concepts of the agreement mainly include
student-centered, student learning results oriented education and continuous quality
improvement. Among them, outcome based education (OBE) education is an educational concept
oriented by students' learning outcomes. China's engineering education certification standard
(revised in November 2017) follows the outcomes based education (OBE) model, that is, goal
oriented education or ability oriented education, emphasizing the development of training goals
according to school positioning and social needs. In the engineering education certification
standard, it is proposed that the graduation requirements formulated by the major should fully
cover the engineering knowledge, problem analysis, design / development solutions, research /
use of modern tools, etc. of "solving complex engineering problems" [2]. The Chinese computer
society has added standards specifically for computer related majors, requiring that the
curriculum should include content that can cultivate students' practical ability.
"Java Web Programming", as a technical basic course of software platform development, is a
professional course offered by computer related majors in many Application-oriented
Undergraduate Colleges and universities. Based on the Java language, this course focuses on
servlet, JSP, JDBC, El, JSTL and other technologies, so that students can master the basic theory
and core technology of web program development; Through solving practical problems, improve
students' ability to analyze and solve problems in the process of program design; Through the use

30
of integrated development tools to write and debug programs, students' practical ability is
improved, so that students' theoretical knowledge and practical ability can be developed together
[3].
The traditional teaching mainly focuses on transferring knowledge. The curriculum pays attention
to the amount of students' knowledge reserves, and does not pay attention to the cultivation of
students' ability to apply knowledge. In the course of teaching, teachers mainly talk about
grammar, supplemented by cases. Students cannot comprehensively apply knowledge to
complete the development of simple web projects. The experiments set up are mostly
confirmatory experiments, which are mainly used as a supplement to theoretical teaching and a
link in the process of theoretical teaching. And an experiment has only one topic. The teacher
talks about ideas, and then leads the students to write code by modules and functions. The result
of this method is that students simply and mechanically follow the rhythm of the teacher to knock
the code, without their own ideas and methods. Students' experimental results are basically the
same, without discrimination, and their ability to solve problems independently has not been
trained. The assessment of the course is divided into usual assessment and final assessment. The
usual assessment includes attendance, homework and experiment, and the final assessment
includes examination. The examination mainly tests students' mastery of grammar knowledge in
the form of objective questions such as multiple-choice questions and blank filling questions. The
above methods can not fundamentally exercise students' practical ability to solve engineering
problems. As a practical course, in the teaching process, we need to strengthen the strength of
practical training, and we need to change the teaching methods. Project-driven teaching method is
a teaching method to achieve teaching goals. It takes the teaching content as the main line and the
realization of projects as the task to improve students' interest and enhance students' practical
ability. While completing the project, students not only master the key and difficult points of
curriculum knowledge, but also exercise their ability to solve practical problems, so as to achieve
the goal of talent training [4] [5]. The project driven teaching method shows a clear goal for
students. The process of project completion is the process of students' learning, and it is also the
process of cascade application of knowledge.
2. DEVELOPMENT STATUS
In the process of engineering education certification, colleges and universities have also carried
out corresponding reforms to the course. According to the characteristics of Java Web Course
Teaching and learning, Liaoning University of engineering and technology puts forward a
"chain" teaching mode of speaking while practicing and replacing speaking with practicing. It
introduces the reform practice from the aspects of course teaching mode, comprehensive practical
links and course assessment methods, and finally explains the effect of teaching reform from the
situation of students' employment and participation in discipline competitions. The teaching
reform of java web course takes full account of the needs of enterprises and students' career
development, introduces real software projects from enterprises, implements the "chain" teaching
mode, changes the way of course assessment, stimulates students' enthusiasm and enthusiasm for
learning, and has achieved good results [6]. Under the background of engineering education
professional certification, Henan University puts forward higher requirements for students'
engineering practice ability and innovation ability. In combination with the requirements of
engineering education professional certification for talent training, the teaching content and
assessment methods of the course should be reformed to make the course pay more attention to
the cultivation of students' practical ability. The implementation effect of teaching reform shows
that students' ability to solve complex engineering problems and innovation ability have been
significantly improved, and good teaching results have been achieved [7]. Aiming at the current
situation and problems of Java Web programming teaching, Qufu Normal University puts
forward a penetrating case teaching method to comprehensively discuss the design and

31
implementation of cases. The case runs through the whole teaching process in a task driven
mode. By constantly improving the function of the case, multiple knowledge points are connected
into a line to fully mobilize students' enthusiasm and cultivate students' comprehensive ability to
develop enterprise level projects [8]. In view of the problems existing in the current experimental
teaching of programming courses, Central South University for Nationalities proposes to adopt
the method of project teaching in the experimental teaching of Java Web programming, gives the
content, form and course assessment method of the experimental teaching of this course, and
points out the advantages and disadvantages of using the project teaching method in the
experimental teaching [9]. Taking the Java Web programming course as an example, Henan
University proposed that for the development of technology courses, the needs of teaching cases
should be clarified according to the positioning of the courses in the training program, the
specific forms and main functions of teaching cases should be designed according to the needs,
and the corresponding course teaching methods should be planned. On this basis, the teaching
cases should be realized and the case teaching methods should be implemented into the teaching
plans [10]. The course "Java Web Programming" of Inner Mongolia University is offered in the
multimedia classroom, mainly using the mixed teaching mode of online and offline; The "Java
Web Programming" course of Inner Mongolia University of Finance and economics is taught in
the computer room. Cases are introduced into the course, and the teaching method of speaking
and practicing is adopted.
It can be seen that many colleges and universities in China have reformed the teaching methods,
experimental contents and modes, teaching aids and other aspects according to the characteristics
of the "Java Web Programming" course, with the purpose of improving students' interest in the
course, improving the learning effect, and focusing on improving students' ability to solve
practical problems. But these reforms are basically a project run through or school teacher
guidance, without combining the two.
In order to thoroughly implement the spirit of the National Education Conference and the
undergraduate education and teaching conference of Inner Mongolia University of technology,
vigorously promote the reform of higher engineering education and improve the quality of
engineering education, our university promoted the deployment of engineering education
certification in 2018, and required to take the engineering education professional certification as
the starting point to improve the professional construction level and talent training quality; Take
improving the talent training program as the starting point, and earnestly do a good job in
benchmarking construction. In the same period, all engineering majors have begun to apply for
engineering education certification.
In order to further improve the professional construction level and improve the quality of talent
training, the software engineering major of our University launched the engineering education
certification in 2018. According to the school positioning and social needs, clarify the training
objectives of the major itself. At the same time, with the continuous deepening of the concept of
engineering education, formulate graduation requirements and index points that meet the training
of professional talents. On this basis, take the improvement of students' ability as the goal, and re
integrate the curriculum system. On the basis of clarifying the teaching objectives of the courses
related to software engineering, we optimized the teaching contents, strengthened the practical
links, and organized relevant teachers to compile the curriculum standards. In the teaching
process, they also actively explore and implement the standards of engineering education
certification. In order to improve the teaching effect, the project driven teaching method is
introduced into the course of "Java Web Programming", and the project driven teaching mode of
"one body, two wings and three stages" is proposed.

32
3. CONSTRUCTION OF PROJECT DRIVEN "ONE BODY, TWO WINGS AND
THREE STAGES" TEACHING MODE
3.1. Project Driven Teaching Principles
Project driven teaching method is a teaching method that takes students as the center, takes
projects as the carrier, and allows students to complete projects under the guidance of teachers.
The main goal is to let students learn in practice, so as to achieve the goal of mastering
knowledge and skills and cultivating practical ability. [11] Project driven teaching takes the
familiar and relatively simple projects of students as the carrier of teaching, guides students to
analyze the projects, then decomposes the projects into relatively independent functional
modules, and leads to the theoretical knowledge and skills needed to realize the functions of the
project. Each class iteration completes the function module and finally realizes all the functions
of the whole project, so as to stimulate students' interest in learning and improve their practical
ability, so as to achieve teaching goals.
1) Project Design
In the project driven teaching, the project runs through the whole teaching, so the design of the
project is the key of teaching, which directly affects the realization effect of teaching objectives.
The design of the project should focus on the teaching objectives of the course. The teaching
objective of the course determines the ability that students should have after learning a course. It
not only defines the intention and direction of teaching and learning, but also provides a basis for
formulating teaching means and methods. Therefore, we should carefully design projects so that
students can not only master theoretical knowledge, but also exercise practical skills, and play a
role of bridge for them to achieve their goals. The design of the project should cover all
knowledge points of the course as much as possible. The theoretical knowledge of the course is
the theoretical support for students to master practical skills. It is not the knowledge stored dryly
in memory, but the knowledge that can be flexibly applied to practice and solve problems. The
design of the project should also consider the actual situation of students. Choosing projects that
are moderately difficult and common can effectively stimulate students' interest in learning and
constantly gain a sense of achievement in their learning process. If the project selection is not
appropriate, students are not interested and do not have the initiative to participate, then the
project driven will lose its original meaning.
2) Project Breakdown
As a project throughout the teaching, we should not only consider the overall teaching objectives
and teaching contents, but also consider the teaching objectives and teaching contents of each
teaching unit or class. Therefore, we need to decompose the large project into several sub tasks,
so that students have clear tasks in each class and can apply knowledge in practice. The division
of subtasks should be relatively independent. At the same time, it should start from local
knowledge, gradually expand to overall and comprehensive knowledge, and effectively combine
theoretical knowledge with practice by completing subtasks. The function of the subtask itself
can be expanded or improved with the deepening of knowledge. For example, when
implementing a function, it is cumbersome to use the newly learned knowledge, but the
knowledge involved is relatively simple and easy for students to accept. With the continuous
accumulation of new knowledge, it can be improved. In this way, the function is relatively
perfect, the knowledge is gradually enriched, and the implementation is simpler. Subtasks can be
related to each other, which is the extension of subsequent tasks to the previous tasks, or they can
be independent of each other, which is the comprehensive application of the learned knowledge

33
by subsequent tasks. Each sub task should be visual and operable, which can completely show the
operation effect, so that students have clear references and learning goals. Project driven is a
method and a means. The purpose is to master and apply knowledge. Therefore, functions can be
increased or decreased appropriately according to the coverage of knowledge points.
3.2. Project Driven "one body, two wings, three stages" Teaching Mode
The OBE concept emphasizes the guidance of students' output, so it is first necessary to
formulate curriculum objectives and point out the achievements that students can obtain after
learning this course. Then, according to the teaching objectives of the course, the teaching
content is divided into three levels: classroom teaching, experimental teaching and project
development, forming a project driven teaching system based on the knowledge system, with the
task of project decomposition as the main line, supported by the project, and promoted by the
expansion project. As shown in Figure 1, the teaching mode of "one body, two wings and three
stages" is constructed based on curriculum knowledge and project driven. Integration refers to
taking students as the main body; The two wings refer to the dual guidance of school teachers and
enterprise teachers. Among them, school teachers guide students to complete teaching projects,
and students complete teaching projects through imitation and rewriting procedures. Enterprise
teachers help students complete development projects; The three stages refer to classroom
teaching stage, experimental teaching stage and expansion project stage. Classroom teaching
mainly takes the login task in the teaching project as the main line, connecting the knowledge
points of the whole course.
knowledge
and skills
comprehen
sive skills
practical
ability
content of
courses
theoretical
teaching
practical
teaching
expansion
project
teaching
method
imitation
writing
revision and
compilation
written
independen
tly
Assessment
method
classroom tasks
diversified
assessment
diversified
assessment
teaching
objectives
Figure 1. Curriculum teaching system
In project driven teaching, teachers transfer knowledge by completing projects and solving
problems in projects, and transfer the methods, means and ideas of applying knowledge to solve
problems, so that students can clarify what to do in the process of solving problems, that is, to
clarify learning objectives and tasks; And master how to do it, that is, the knowledge and scheme
design used to solve the problem; Understand why to do this, that is, the principle, and think
about how to do it better, so that students can explore better and more perfect solutions. There are
two kinds of projects in project driven teaching, one is teaching project, which is the project that
teachers explain and lead students to complete during class, and the other is expansion project,
which is completed by students independently. Project driven teaching method takes subtasks as
the carrier and combines teaching units. The overall teaching process is shown in Figure 2.

34
teaching
project
teacher
design project
break down
project
ask questions
explain the
projec
implementatio
n project
discuss the
questions
optimization
method
Implementatio
n project
student
grouping
selected topic
break down
project
division of
tasks
realize the
task
merge tasks
expansion
project
student
Figure 2. Project driven teaching process
4. IMPLEMENTATION OF PROJECT DRIVEN "ONE BODY, TWO WINGS AND
THREE STAGES" TEACHING MODE
"Java Web Programming" is a comprehensive and practical course, which involves basic
knowledge such as servlet, JSP, java bean, El, JSTL, etc. at the same time, it also integrates the
knowledge of Web front-end technology, object-oriented programming, database application and
other courses. Therefore, the course of "Java Web Programming" has formulated the training
objectives of the course from the aspects of knowledge, skills and comprehensive ability, and
determined the course content, teaching methods and assessment methods according to the course
objectives. In order to effectively integrate knowledge and exercise practical ability, the course
changes the previous way of teaching in multimedia classrooms, arranges all the contents of the
course, such as theoretical teaching and experimental teaching, in the laboratory, and adopts the
teaching method of "project driven, teaching and practicing".
4.1. The Teaching Method of "Project Driven and Combination of Teaching and
Practice"
Under the project driven mode, two types of projects are designed, namely, teaching projects and
expansion projects. Taking a basic user information management system as an example, the
teaching project runs through the whole process of teaching, and according to the course
knowledge points, the project is divided into several sub tasks, so that these sub tasks are
complete and can cover all parts of the knowledge points. In the teaching process, the project is
divided into three modules: user login module, user information display module and user
information modification module. The information modification module is divided into four sub
tasks: adding user information, modifying user information, deleting user information and
searching user information. Among them, user login runs through the whole theoretical teaching
process, and the other five tasks are the tasks of experimental teaching.
In this mode, the course content is integrated into four modules, including an environment
configuration and eight technologies, and each technology corresponds to a user login task. The
user login module runs through the classroom teaching, and different versions of login tasks

35
correspond to different teaching contents. The login task of each version is the improvement and
perfection of the previous login task. The user information display module and user information
modification module are completed in the experimental teaching link. At the end of the course,
students also completed the study and practice of the whole project. The specific project tasks
and course contents are shown in Figure 3.
Web Servlet
user
loginV1
JSP
user
loginV1
JDBC
user
loginV3
JavaB
ean
user
loginV4
MVC
experiment 1
user information
display
Filter
Listener
user
loginV6
EL
user
loginV7
JSTL
user
loginV8
user
loginV5
experiment 2
user information
modification and query
Environ
ment
configu
ration
user
inform
ation
manag
ement
system
user
inform
ation
manag
ement
system
Figure 3. Project tasks and course contents
Due to the differences in students' knowledge and experience, there will be different degrees of
understanding in the process of receiving new knowledge. Teachers should allow the existence of
such differences and teach students in accordance with their aptitude. This course adopts layered
teaching for students at different levels of knowledge and ability, one is the layering of technical
difficulty, the other is the layering of expansion projects. stratification of technical difficulty.
When realizing the function of the teaching project, we can use different technologies of the
course content, and let students use relevant technologies according to their own situation. When
the function of the project is realized, it will stimulate students' enthusiasm. stratification of
expansion projects. In the implementation of expansion projects, different tasks are assigned
according to students' ability differences. Students with strong ability can complete multiple tasks
and difficult functions; Students with weak ability can assign fewer tasks, or even functions in
similar teaching projects, and master the most basic skills through repeated practice.
Give full play to the role of "double tutors" of schools and enterprises. Based on project driven,
students play an active role in teaching activities, and school teachers and enterprise lecturers
jointly play an auxiliary role in teaching activities. Students form teams freely to conceive, design
and implement the project development. Teachers guide and support the whole project
development project, and imperceptibly teach students the skills of actively acquiring knowledge,
analyzing problems and solving problems in the process of project development. Organizing
teaching activities in this way is conducive to giving full play to students' subjective initiative,
cultivating students' ability of teamwork, autonomous learning, and actively analyzing and
solving problems. Finally, the teaching purpose of cultivating students' ability to acquire
knowledge rather than inculcating knowledge is achieved.
4.2. Teaching Effectiveness
The "one body, two wings and three stages" teaching mode run through the project has been
applied in software classes 18-1,2. As can be seen from Figure 4, compared with the traditional
software classes 18-3, 4, the proportion of high scores has been significantly increased, and the
proportion of low scores has significantly decreased. Through the follow-up survey of the pilot
class, the feedback results show that the new teaching mode has exercised the students' practical
ability, communication ability and comprehensive application ability of knowledge, and the
comprehensive ability has been improved.

36
Figure 4. Comparison of teaching effects
5. CONCLUSIONS
This research topic takes the course construction of "Java Web Programming" as the research
object, mainly for undergraduate students majoring in software engineering in the school of data
science and application. Later, the course team will summarize experience and combine the
feedback results to form a more perfect teaching method, which will be promoted to other
professional courses. Since the teachers of the course group also undertake courses of network
engineering and other majors, and subsequent majors such as big data technology and artificial
intelligence will also offer this course in succession, the relevant teaching methods can also be
extended to the teaching of students of relevant majors.
ACKNOWLEDGEMENTS
The authors would like to thank everyone, just everyone!
REFERENCES
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programming for software engineering majors in our school [j]. education and teaching forum, 2018
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[3] Zhiyi li. Result oriented instructional design [j]. China University teaching, 2015, (3): 32-39.
[4] Yamei Zong, Jianqi Li. Research and practice of serial project teaching [j]. China University
teaching, 2013 (11): 44-46.
[5] Li Guo, Huiwen Ye. Development and application of three-dimensional teaching materials for
computer basic courses based on the "two-tier project driven teaching mode" - Taking web page
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[6] Yongan Feng, Yonggui Wang, Yunfei Qiu, Haoran Xing. Teaching reform and practice of Java Web
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[8] Pinghong Ren, Chu Chen, Qiumei Zheng. Application of case teaching method in Java Web
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AUTHORS
Hongmei Xing received the B.S. degree from Inner Mongolia Normal University of
China, Hohhot, China, in 2002, the M.S. degree from Southwest Institute of physics of
nuclear industry, Chengdu, China, in 2005.She is an lecturer. Her research interests
include machine learning and software engineering.
Fund Project: teaching reform project of Inner Mongolia University of Technology
(rc2100001393)
ZhiWei Xu received the B.S. degree from University of Electronic Science and
Technology of China, Chengdu, China, in 2002, the M.S. degree from Inner Mongolia
University of Technology, Hohhot, China, in 2008, and the Ph.D. degree from the Institute
of Computing Technology, Chinese Academy of Sciences, Beijing, China, in 2018. He is
an associate professor and M.S. supervisor. His research interests include network
performance analysis and the related mathematics problems.

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