Jie Huang (Primary Contact)
School of Package Engineering, Hunan University of Technology, Zhuzhou, China
Jinghua Tan (Author)
School of Package Engineering, Hunan University of Technology, Zhuzhou, China
Yiwu Liu (Author)
School of Package Engineering, Hunan University of Technology, Zhuzhou, China
Fude Lu (Author)
School of Package Engineering, Hunan University of Technology, Zhuzhou, China
Zhen Li (Author)
School of Package Engineering, Hunan University of Technology, Zhuzhou, China
Packaging engineering, Packaging testing technology, Outcome-based education, Teaching reform, Engineering education certification
Hunan Provincial General Higher Education Teaching Reform Research Project (202502002052 and HNJG-20230743), Hunan Provincial Research Project on Degree and Graduate Education Teaching Reform (2025JGYB326), Key Project of Education and Teaching Reform Research in General Colleges and Universities in Hunan Province (HNJG-20230724), Hunan University of Technology Teaching Reform Project (SJG-0125212), Hunan University of Technology Degree and Postgraduate Education Teaching Reform Research Project (JGYB25011)
15-10-2025
"Packaging Testing Technology" is a fundamental and core course within the Packaging Engineering curriculum, playing a pivotal role in developing students’ comprehension of testing principles, methodologies, and engineering applications. Under the dual guidance of Engineering Education Accreditation (EEA) standards and the Outcome-Based Education (OBE) philosophy, curriculum reform in this course necessitates a systematic restructuring of its instructional objectives, content framework, practical modules, assessment mechanisms, and continuous improvement strategies. Anchored in the OBE approach, this study conducts a comprehensive analysis of the Packaging Testing Technology course by integrating questionnaire surveys, student performance analytics, and reflective teaching evaluations. Through this evidence-based analysis, the paper identifies key deficiencies in alignment between course objectives, learning outcomes, and industry competency requirements. Accordingly, a reform framework is proposed featuring reverse curriculum design, modularized instruction, tiered practical training, multi-dimensional assessment, and a continuous improvement feedback loop. This reform model aims to holistically enhance students’ engineering practice capabilities, innovative thinking, and overall professional competence. The findings suggest that such an approach not only strengthens the alignment between teaching outcomes and engineering practice needs but also provides a transferable reference for pedagogical reform in other engineering-oriented courses.
PDF (Chinese)
Copyright (c) 2025 New Horizon of Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
