【摘要】 “液态成形专业外语”作为材料成型与控制工程专业液态成形方向本科教学的专业必修课，是该课程体系中不可或缺的一环。目前，在“液态成形专业外语”本科教学中存在着教材匮乏、教学方法单一、考核方式缺乏灵活性等问题。现以中北大学“液态成形专业外语”课程为例，基于OBE理念，针对学生专业知识背景及小班授课的特点，探讨了将混合式教学引入“液态成形专业外语”课程教学过程的可行性和必要性。本文主要从以下3个方面探讨了“专业外语”课堂教学的新途径：1）选用具有前沿性、原真性、专业性强的教学材料作为课堂教学资源主体来源，并将国外原版阅读材料、高水平外文期刊等原真性论文、专业领域的学术前沿问题等作为参考资源引入课堂教学。2）采用课堂小组汇报及讨论的教学模式。拟定讨论议题，激发学生主动查阅及整理英文资料，开展线下的课堂小组汇报及讨论为特征的教学模式，深度发掘学生的潜力，将被动获取转变为主动求知。3）线上教学的提问、抢答、讨论等互动环节的补充，充分发挥学习通、腾讯课堂等的平台优势，从而更加有效地提升、拓展教学效果。最终，经定量计算与定性问卷调查统计，结果表明多种混合教学模式的开展，使得学生的成绩、课堂满意度和课堂求知欲、能力达成均得到了明显的提升，教学效果显著。更多还原

【Abstract】 "Foreign Language for Liquid Forming" is an indispensable part of the curriculum system as a compulsory course for undergraduate liquid forming in the department of material forming and control engineering. At present, in the undergraduate teaching of "liquid forming professional foreign language", there are problems such as lack of teaching materials, single teaching methods, and lack of flexibility in assessment methods. Taking the "Liquid Forming Professional Foreign Language" course of North University of China as an example, based on the concept of OBE, the feasibility and necessity of introducing blended teaching into the teaching process of "Liquid Forming Professional Foreign Language" course are discussed according to the students’ professional knowledge background and the characteristics of small class teaching. This paper mainly explores the new ways of "professional foreign language" classroom teaching from the following aspects:1.The teaching materials with frontier, authenticity and strong professionalism are selected as the main source of classroom teaching resources, and the original foreign reading materials, authentic papers such as high-level foreign language journals, and academic frontier issues in professional fields are introduced into classroom teaching as reference resources. 2.Adopt the teaching mode of classroom group debriefing and discussion. Formulate discussion topics,stimulate students to take the initiative to consult and sort out English materials, and carry out offline classroom group reports and discussions as the characteristics of the teaching mode, deeply explore the potential of students, and transform passive acquisition into active knowledge. 3.Supplement the interactive links such as questions, answers, and discussions of online teaching, and give full play to the platform advantages of Learning Pass and Tencent Classroom, so as to more effectively improve and expand the teaching effect.Finally, through quantitative calculations and qualitative questionnaire statistics, the results show that the development of a variety of mixed teaching modes has significantly improved students ’achievements, classroom satisfaction, classroom curiosity and ability achievement, and the teaching effect is remarkable.更多还原