J2EE Architecture and Programming Based on OBE Concept

Curriculum Objective Teaching Process Design and Research

Zongbo Wu, Huangxia Ling and Zhimin You

Quanzhou University of Information Engineering, Quanzhou, China

Keywords: Obe, Curriculum Objectives, Reverse Design, Teaching Process Design.

Abstract: Outcome orientation is the core requirement of the OBE concept. According to the actual needs of software

engineering major, focusing on the development orientation of the university, the development needs of

students and the requirements of the economy and society for professional talents, the training goals and

graduation requirements for software engineering major have been formulated. Course objectives were

formulated according to the principle of course objectives reverse design and graduation requirements. The

core of whether teachers achieve course objectives is to design course teaching process. The design of course

teaching process includes course objectives design, teaching content selection, students empowerment,

teaching methods selection, degree of course objectives achievement and continuous improvement. Through

the teaching process design of curriculum objectives, students can achieve teaching effects better and better

realize the curriculum objectives.

1 INTRODUCTION

Outcome-based Education (OBE) was first proposed

by Spady in 1981, and it was first implemented in

primary and secondary schools in the United States,

then the concept was adopted in higher engineering

education and medical education in the United States,

Australia, the United Kingdom, Singapore and other

countries. It has been widely practiced (Spady, W. G.,

1981). In recent years, with the addition of domestic

higher engineering education professional

certification to the Washington Accord and the

implementation of audit and evaluation, OBE has

gradually begun to be practiced in domestic higher

education.

J2EE (Java Platform Enterprise Edition) is a

version of the Java platform, which aims to provide

large enterprises with a complete set of technical

specifications and standards for developing

enterprise-level applications. J2EE is just a set of

protocol standards, not a development framework.

Struts and Spring mainly support J2EE protocols. At

present, the most popular development framework for

enterprises and development is the Spring framework,

which includes components such as ORM, MVC, and

AOP. Based on the Spring framework, Springboot

adopts the principle that convention is greater than

configuration, and can quickly build applications.

The configuration is reduced, the code is more

concise, and the development efficiency is higher.

J2EE architecture and programming is a professional

course for software engineering majors. Through the

study of courses, it has the ability to use Springboot

technology for enterprise-level development of small

and medium-sized projects.

The traditional course teaching process is mainly

to select appropriate teaching materials, write

syllabus, choose case teaching or project-driven

teaching methods in the teaching process during

teaching progress, arrange homework and

experiments, and the examination mainly includes

mid-term exams and final exams. Student's final

grade was assessed according to the proportion

arranged in the syllabus. The teacher completes the

teaching content and the students get course grades.

Nobody cares if the course objectives are

accomplished.

Outcome orientation is the core requirement of

OBE concept, and the curriculum objectives are the

basis for organization and implementation of course

teaching process (Tian Jinghua, 2023). Based on the

concept of OBE, through the principle of reverse

design, the course teaching process mainly including:

course teaching goal design, teaching content

selection, student empowerment, teaching method

selection, course goal achievement evaluation and

continuous improvement.

422

Wu, Z., Ling, H. and You, Z.

J2EE Architecture and Programming Based on OBE Concept Curriculum Objective Teaching Process Design and Research.

DOI: 10.5220/0012285200003807

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd International Seminar on Artiﬁcial Intelligence, Networking and Information Technology (ANIT 2023), pages 422-425

ISBN: 978-989-758-677-4

2 COURSE TEACHING PROCESS

DESIGN

Course teaching process design mainly includes

course goal design, teaching content selection,

student empowerment, teaching method selection,

course goal achievement and continuous

improvement. The following six parts will be deeply

discussed.

2.1 Curriculum Objective Design

Course teaching process design includes course goal

design, teaching content selection, student

empowerment, teaching method selection, course

goal achievement evaluation and continuous

improvement (Wang Yongli, 2023).

1) Curriculum Objective Design

The formulation of course objectives is the core of

course teaching. Instructional design includes

forward design and reverse design. Forward design

takes the curriculum as the core, starts with the

construction of a subject-oriented curriculum system,

and emphasizes the systematicness and completeness

of subject knowledge system (Liu Jinghua, 2023).

Therefore, in traditional teaching, teachers are

centered. Teachers select teaching materials

according to courses, determine teaching content,

formulate teaching objectives, select teaching

methods, implement teaching, and finally conduct

examinations and teaching evaluations. There is no

continuous improvement. Reverse design is based on

"ability output" as the core. The needs of software

engineering professionals determine the training

objectives, the training objectives determine the

graduation requirements, the graduation requirements

determine the curriculum system, and then determine

the curriculum objectives, as shown in Table 1.

Table 1. J2EE Architecture and Programming Course

Graduation Requirements and Course Objectives.

Graduation Requirements

Course Objectives

Indicators 1-3: Be able to use

software engineering expertise and

mathematical analysis methods to

deduce and analyze software

engineering problems.

Ability to use software engineering expertise

to analyze small and medium-sized projects;

ability to deduce and analyze core business in

the project development process.

Indicator point 4-3: Be able to build

the experimental system according to

the software engineering experiment

plan, carry out the experiment safely,

and collect the experimental data

correctly.

Have the ability to write software engineering

documents according to the project; have the

ability to develop projects through the

engineering documents of project software

engineering, deploy projects in the production

environment, and the projects can achieve the

expected results.

Indicator point 5-2: Be able to select

and use appropriate software

development tools, information

resources, and professional

simulation software to analyze,

calculate, and design complex issues

in the field of software engineering.

Indicator point 5-2: Be able to select and use

appropriate software development tools,

information resources, and professional

simulation software to analyze, calculate, and

design complex issues in the field of software

engineering.

2.2 Teaching Content Selection

Developing a course content that is well-defined,

comprehensive and aligned with the intended course

objectives can be very challenging (Murashige S.,

1997). It requires careful analysis of industry needs,

in-depth communication between school-enterprise

cooperation and front-line development professionals

of enterprises, and clarification of teaching content.

Teachers are also required to occupy teaching

resources as much as possible, self-study, lifelong

learning, constantly update their own knowledge

system, and choose the learning content of courses

from as many angles as possible, online, offline,

classroom, third party, etc. In this way, students can

choose the appropriate teaching content according to

the course objectives.

The choice of teaching content is the basis for

realizing the teaching goal, so the teacher should

reasonably decompose the teaching goal of the course

into specific, measurable and executable sub-goals

(Cao Yipeng, 2023). The study of the course content

requires the completion of the corresponding course

tasks. The teaching tasks should conform to the

popular technology stack and general business

implementation of the actual project development of

the enterprise as much as possible. For details, see

Table 2.

Table 2. J2EE Architecture and Programming Course

Objectives and Course Content.

Course Sub-Goal

Course Content

Course Task

1 Ability to analyze

small and medium-sized

projects;

2 Ability to deduce and

analyze the core

business of the project;

Ability to write project

software engineering

documents through

analysis;

Use the object-oriented

method of software

engineering to analyze small

and medium-sized projects:

mainly including project

background, technology

stack and development

tools, project analysis,

project design, project

implementation and testing;

and writing project

experiment reports

1 lab report (final exam)

1.1 Project Background

1.2 Technology stack and

development tools

1.3 Project Analysis

1.4 Project Design

1.5 Project Realization

1.6 Project Test

2 experiments

2.1 Build SSM framework and

unit test (experiment 3)

2.3 Realization of general

addition, deletion, modification

and query (experiment 4)

2.4 Use and Implementation of

Online Documentation

(Experiment 5)

2.4 Realization of one-to-one and

one-to-many services

(Experiment 6)

2.5 JWT implementation

(midterm exam)

3 Project Deployment

(Experiment 7)

5 Configure the project

development environment

(experiment 1)

6 Configuration Optimization

Development Tools (Experiment

Project Development (final exam)

3 Ability to analyze

small and medium-sized

projects;

4 Ability to deduce and

analyze the core

business of the project;

5 Ability to write

project software

engineering documents

through analysis;

Select the project

development framework

based on the SSM

framework of the Spring-

boot micro-service

architecture;

Develop the core functions

of the project; deploy and

demonstrate in the

production environment

6 Ability to analyze

small and medium-sized

projects;

7 Ability to deduce and

analyze the core

business of the project;

Ability to write project

software engineering

documents through

analysis;

The ability to configure the

project development

environment and configure

and optimize development

tools;

J2EE Architecture and Programming Based on OBE Concept Curriculum Objective Teaching Process Design and Research

423

Students should give timely feedback on

completing the course tasks for teachers to understand

the students' completion status. If they cannot

complete the course tasks, they should be given

another or several chances to complete. To enable

students to complete course tasks and acquire

corresponding abilities, the OBE concept focuses on

students achieving course goals, which is the bottom

line.

2.3 Student Empowerment

Student empowerment is the driving force for the

realization of course objectives.It mainly includes:

clear expectations, personalized learning, self-

assessment and reflection, real-world relevance and

skills for life-long learning.

1) Clear Expectations

OBE provides students with clear and transparent

course objectives. Students know exactly what to

expect and are able to track their progress towards

those outcomes. This clarity empowers students to

learn autonomously and set goals for themselves (Han

Ming, 2023).

2) Personalized Learning

OBE allows for a personalized learning

experience. Students can choose different course

content according to course objectives, this

customization enables students to shape their

educational journey according to individual needs

and desires. Active Participation: OBE encourages

active learning and participation. Students actively

participate in the learning process, participating in

discussions, solving problems, and applying their

knowledge to the real world. This active engagement

enables students to become critical thinkers and

problem solvers.

3) Self-Assessment and Reflection

OBE promotes self-assessment and reflection.

Students are encouraged to assess their progress and

reflect on their strengths and areas for improvement.

This self-awareness enables students to take

responsibility for their own learning and make the

necessary adjustments to achieve their goals.

4) Real-World Relevance

OBE emphasizes the application of knowledge in

the real world. Students are encouraged to relate their

learning to real situations, which allows them to see

the relevance and value of their education. This real-

world relevance motivates students and prepares

them for success beyond the classroom.

5) Lifelong Learning Skills

OBE provides students with essential lifelong

learning skills. By focusing on critical thinking,

problem solving, communication and collaboration,

OBE equips students to adapt to new challenges,

embrace continuous learning, and thrive in a rapidly

changing world (Liu Tingting, 2023).

OBE provides students with essential lifelong

learning skills. By focusing on critical thinking,

problem solving, communication and collaboration,

OBE equips students to adapt to new challenges,

embrace continuous learning, and thrive in a rapidly

changing world.

2.4 Choice of Teaching Method

The student-centered teaching method is adopted, and

the choice of teaching method mainly plays an

auxiliary role in realizing the course goal. Teachers

can choose the appropriate teaching method

according to the course goal to reorganize the

teaching content and make the teaching content

engineering. The course mainly uses the project-

driven teaching method for teaching, and timely

adopts the lecture method, project method, inquiry

method, flipped classroom, online and offline mixed

teaching, and realizes the organic linkage of various

teaching methods. The course should focus on

constructing the teaching content with the project

development process, so that the fragmented

knowledge learned by students can be transformed

into a systematic one.

2.5 Evaluation of Course Goal

Achievement

The evaluation of the attainment degree of curriculum

objectives is mainly to evaluate the curriculum

objectives from the subjective and objective

perspectives. There are mainly three ways: standard

evaluation, student self-evaluation and teaching

supervision evaluation to complete the final course

goal achievement.

1) Standard Evaluation

The standard evaluation is mainly through the

course experiment, mid-term exam and final exam to

calculate the evaluation of the degree of achievement

of the course objectives according to Table 3. Only

when the evaluation standard is greater than 0.7 can

the degree of achievement of the student's course

objectives be considered qualified (Liu Tingting,

2023).

ANIT 2023 - The International Seminar on Artiﬁcial Intelligence, Networking and Information Technology

424

Table 3. Evaluation of Course Goal Achievement Standard.

Course Objectives

Evaluation Basis and Weight(%)

Weight

Final Exam

Midterm

Experi

ment

Repo

Indicators 1-3: Be able to use

software engineering expertise and

mathematical analysis methods to

deduce and analyze software

engineering problems.

30%

70%

10%

20%

Indicator point 4-3: Be able to

construct the experimental system

according to the software

engineering experiment plan, carry

out the experiment safely, and

collect the experimental data

correctly

40%

50%

20%

30%

Indicator point 5-2: Be able to

select and use appropriate software

development tools, information

resources, and professional

simulation software to analyze,

calculate, and design complex

problems in the field of software

engineering;

30%

40%

10%

50%

2) Student Self-Assessment

Students' self-evaluation is mainly conducted

through online questionnaires to obtain the degree of

completion of course objectives. This kind of survey

mainly depends on the attitude of the students, and is

affected by various influences such as society, school,

family, class, and personal environment, so it cannot

reflect the degree of achievement of the curriculum

goals, and it mainly serves as a reference.

3) Supervision and Evaluation

The supervisor evaluates the degree of course

achievement through the usual lectures, course

achievement research meetings, offline research

reports and other methods. As a third-party

evaluation, teaching supervision is private and not

affected by the external environment. The evaluation

of the degree of achievement of course objectives is

relatively fair and reasonable. Inadequacies, due to

the workload, the number of samples for evaluation

may be insufficient, which cannot reflect the real

evaluation of course achievement.

2.6 Keep Improve

Through the analysis of the evaluation data of the

degree of achievement of the course objectives to

obtain the situation of each student in the

achievement of the course objectives, speculate and

analyze the reasons for individual students to achieve

the course objectives, and provide these students with

measures and suggestions to achieve the "peak

effect"; The key point is to analyze the reasons for

individual unqualified students, and provide practical

and effective solutions to enable students to complete

the minimum standards for course attainment. And

follow-up teaching improvement measures to

improve the achievement of course goals.

3 SUMMARIZE

The design of the course teaching process includes

five stages: the formulation of course teaching

objectives is the core, the selection of teaching

content is the basis for the realization of teaching

objectives, student empowerment is the driving force

for the realization of course objectives, teaching

methods are the auxiliary to achieve course

objectives, and the evaluation of course achievement

is achieved Continuous improvement is the internal

cause of the realization of the curriculum objectives.

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