Abstract: The inefficiency, poor effect and low benefit of teaching in colleges and universities are not due to the learning subject. The key lies in the teaching mode of "cramming", "you listen to me" and "one-way communication" adopted by the teaching subject, which is teacher-centered and is not conducive to students' independent thinking. OBE teaching concept, that is, the result-oriented teaching concept, focuses on what students learn and how to learn, not what teachers teach and how to teach. Attach importance to the cultivation of students' ability, take "classroom task" as the guidance, and carry out "teaching and learning" and "two-way" participatory interaction. By absorbing advanced teaching methods at home and abroad, the application research of "student-centered" participatory interactive teaching strategy can provide practical experience and theoretical research basis for effective teaching in colleges and universities.

Keywords: "student-centered" OBE teaching concept Effective teaching participation and interaction

First, the connotation of "student-centered" teaching philosophy

The traditional undergraduate teaching mode is teacher-centered, textbook-centered and classroom-centered. The teaching concept of "student-centered" requires teachers to change from teaching to learning. The new "Trinity Thought" should focus on students' development, students' learning and learning effect. Centering on students' development: that is, based on students' current development, aiming at promoting students' development; Take students' learning as the center: that is, teaching is the means, learning is the purpose, and means cannot be regarded as the purpose; Pay attention to learning effect: that is, improve the performance evaluation standard for the purpose of learning effect. The teacher's role is like a scaffold. Take students as the center, be the organizer of the class, and be the guide, helper and promoter of students' learning. Using learning environment elements such as situation, cooperation and dialogue, we can set up scaffolding for students' development, give full play to students' initiative, enthusiasm and creativity, and finally effectively build students' own knowledge system. OBE teaching idea (Outcome-Based Evaluation) is an educational idea based on learning output, or emphasizes learning output.

Second, the significance of participatory interactive teaching

The usual learning methods are listening to others' lectures, reading books, combining audio and video, and watching others' demonstrations; I will also learn through discussion with others, personal experience and practice, and gain something by teaching others. As early as 1946, American educator Engel Dale mentioned the "learning cone" in his research report. There is a huge difference in what learners can remember after two weeks: with eyes, we can only keep 10% of what we have learned after two weeks; Listen with your ears and keep 20%; Look at the picture and leave 30%; Combine watching and listening, such as watching movies, exhibitions, demonstrations and live broadcasts, and keep 50%; If you participate in the discussion or give a speech, the content will remain above 70%; Make a formal speech, or simulate an experience. The real experience, 90% of what you say and do will be remembered by learners. Among them, reading and listening are the most inefficient learning methods, while participation and practice are the most effective learning methods. Undoubtedly, it is a participatory interactive teaching method and strategy.

Third, the application of participatory interactive teaching strategies-taking public policy as an example

1. Application target

The course "Public Policy Research" recognizes policy phenomena through students' autonomous learning, finds policy problems through cooperative learning and collaborative learning, collects relevant policy information by using advanced information means and technologies, processes and analyzes data, and evaluates or predicts policy performance by using existing analysis results. Enhance the sensitivity of student policy; Cultivate students' professional understanding and discovery ability; Improve students' ability to collect, process, analyze, predict and evaluate policy information.

2. Application content

Teaching content serves teaching objectives. The reform of the teaching content of Public Policy should adhere to the principles of subtraction and addition, including two major contents: one is subtraction, that is, the teaching content can be greatly reduced, such as basic concepts and theories, such as what is public policy and what is public policy, which is easy to learn and understand. This part is task-oriented and arranges students to study by themselves before class. Second, doing "addition" includes two aspects: increasing the design of course content; Increase the teaching content that can arouse students' thinking, discussion and ability improvement. Carefully designed teaching content should be logical, continuous and enlightening. For example, in the preface of the course, the background, theoretical evolution, three important research methods and eight conceptual model tools are taught, and one or more of these three methods and eight models will be used in each chapter of the subsequent chapters; The design content can not only attract students to actively think about problems, but also enable students to use the general knowledge and professional knowledge they have mastered in the past to independently construct problems and innovations and improve their professional quality and ability in the process of thinking, research and discussion.

3. Application mode

Based on the course of public policy, this paper explores and tries the modern teaching mode of "participatory interaction+lecture". From "teachers, teaching materials and classrooms as the center" to "students' development, students' learning and learning effect as the center"; Teachers assume the responsibilities of classroom organizer, instructor, helper and promoter, make full use of learning environment elements such as situation, cooperation and dialogue, build a development platform for students, and give full play to their initiative, enthusiasm and creativity. Students can effectively construct their own knowledge system. In this model, participation includes not only students' behavioral participation (passive listening and active interaction in and out of class), cognitive participation (internalization of theoretical knowledge), but also emotional participation. It also includes students' participation in different time and space: in class, after class, online and offline.

4. Application methods and means

Adopting the modern teaching mode of "participatory interaction+teaching" requires the use of corresponding teaching methods, supplemented by necessary teaching means. Task-oriented design of public policy course content, combined with the necessary teaching methods to carry out participatory interactive teaching activities. Before class, introduce the basic concepts and theories of public policy by using advanced information technology and means in the form of questionnaires or knowledge construction worksheets, guide students to analyze the relationship between concepts, and promote students' independent learning and further thinking; In the classroom, participatory learning methods such as problem-oriented cooperative learning, collaborative learning, questioning and speculation are adopted to complete the established teaching content and achieve the teaching objectives. In order to expand students' thinking and give them a platform and space to give full play to their creativity; After class, use digital media tools to track students' feedback and answer questions after class. Summarize students' feedback and start a new teaching task after reasonable and necessary remedial teaching activities before the next round of courses. Finally, a virtuous circle of "participatory interaction+lecture" teaching mode is formed.

Learners are the masters of learning, and the quality and effect of learning ultimately depend on the learners themselves. The ancients said: "Learning is expensive and doubtful, small doubts make small progress, and big doubts make great progress." As Li Zhengdao said: "The most important thing is to learn to ask questions, otherwise you will not be able to do first-class work in the future." The real university in the future should be built into a "kingdom of positive thinking" as Homlinski said.

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