Abstract: This study addresses issues such as insufficient systematicness and single subject in blended curricula covering four dimensions: curriculum objectives, design, implementation, and effects. Taking the course Automotive Insurance and Claims Settlement as a case, it collects data through questionnaires (with 53 valid samples) to verify the effectiveness of the evaluation system. Results show that the average scores for curriculum objectives, design, implementation, and effects are 4.63, 4.59, 4.65, and 4.60 respectively, with the comprehensive evaluation score reaching 4.62 (out of a full score of 5). Core indicators such as clarity of curriculum objectives, diversity of teaching methods, and student satisfaction all receive high ratings of over 90%. The study indicates that the system can systematically reflect the quality of blended curricula, effectively enhance the effects of knowledge transfer, competence cultivation, and professional values shaping, and provide practical guidance for curriculum optimization (e.g., strengthening practical teaching links). blended curriculum evaluation. Based on the concept of outcome-based education (OBE), it innovatively constructs a multi-subject evaluation mechanism involving the collaboration of teachers, students, designers, and external experts, and proposes a comprehensive evaluation system for

Key words: blended course evaluation; outcome-based education concept; course objectives; case study

摘要： 该研究针对混合式课程评价存在的系统性不足、主体单一等问题，基于成果导向教育 （OBE）理念，创新构建由教师、学生、设计者及外部专家协同参与的多主体评价机制，提 出涵盖课程目标、设计、实施与效果四个维度的混合式课程综合评价体系。以汽车保险与理 赔课程为案例，通过问卷调查（有效样本 53 份）采集数据验证体系有效性。结果显示，课程 目标、设计、实施与效果评价值均分依次为 4.63、4.59、4.65、4.60 分，综合评价值达 4.62 分（满分 5 分），课程目标明确性、教学方法多样性、学生满意度等核心指标获超 90%高评价。 研究表明，该体系可系统反映混合式课程质量，有效提升知识传递、能力培养与职业价值观 塑造效果，且能为课程优化（如强化实践教学环节）提供实践指导。

关键词: 混合式课程评价；成果导向教育理念；课程目标；案例研究