Exploration on the Teaching Reform of the Course "Packaging Testing Technology" Based on the OBE Concept

Abstract

"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.