<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">TACS</journal-id><journal-title-group><journal-title>Technology and Application of Computer Science</journal-title></journal-title-group><issn>2998-8926</issn><eissn>2998-8934</eissn><publisher><publisher-name>Art and Design</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/TACS.2025070033</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>竞赛驱动式教学在《国际贸易实务》课程中的应用与研究</title><url>https://artdesignp.com/journal/TACS/2/7/10.61369/TACS.2025070033</url><author>段亚琳,邓雨婷</author><pub-date pub-type="publication-year"><year>2025</year></pub-date><volume>2</volume><issue>7</issue><history><date date-type="pub"><published-time>2025-04-14</published-time></date></history><abstract>学科竞赛对课程教学改革具有重要意义。本研究分析《国际贸易实务》课程特点及现有教学模式问题，提出竞赛驱动式教学新模式。以 &amp;ldquo;全国商业精英挑战赛&amp;rdquo; 为基础规划教学内容，介绍混合式教学实施过程；对比两班课程测试成绩，发现竞赛驱动教学班成绩普遍高于非实践班；通过 146 份有效问卷调查，79.45% 学生认可该模式，其不仅提升学生课程参与度，还助力学生获该竞赛国家一等奖。</abstract><keywords>教学改革,混合教学,竞赛驱动</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1] 崔振铎.把能力培养作为提高工程教育质量的关键[J].中国高等教育,2012,(23):38-39+63.[2] 李吉泉, 潘柏松, 胡珏, 等. 基于项目式学习的工程创新设计课程教学模式研究[J].浙江工业大学学报( 社会科学版),2016,15(02):209-212.[3] 苏亮芳." 以赛促学"&amp;mdash;&amp;mdash; 以技能竞赛激发中等职业学校学生学习动机[J]. 福建建材,2020,(06):115-116+95.[4]Ladd, H. F., &amp;amp; Fiske, E. B. Does competition improve teaching and learning? Evidence from New Zealand. Educational evaluation and policy analysis, 2003.25(1), 97-112.[5]Naufalin, L. R., Dinanti, A., &amp;amp; Krisnaresanti, A. Experiential learning model on entrepreneurship subject to improve students' soft skills. Dinamika Pendidikan, 2016.11(1), 65-73.[6]Dimmitt, N. The power of project-based learning: Experiential education to develop critical thinking skills for university students. In CBU International Conference Proceedings. 2017.(Vol. 5, p. 575). Central Bohemia University.[7]Sharma, S., Charity, I., Robson, A., &amp;amp; Lillystone, S. How do students conceptualize a "real world" learning environment: An empirical study of a financial trading room? The International Journal of Management Education, 2018.16(3), 541-557.[8]Nayar, B., &amp;amp; Koul, S. Blended learning in higher education: a transition to experiential classrooms. International Journal of Educational Management, 2020.34(9), 1357-1374.[9]Yasar, M. D., Erdogan, M., Batdi, V., &amp;amp; Cinkara, &amp;Uuml;. Evaluation of Cooperative Learning in Science Education: A Mixed-Meta Method Study. European Journal of Science and Mathematics Education, 2024.12(3), 411-427.[10]Wijnia, L., Noordzij, G., Arends, L. R., Rikers, R. M., &amp;amp; Loyens, S. M. The effects of problem-based, project-based, and case-based learning on students' motivation: A meta-analysis. Educational Psychology Review, 2024 . 36(1), 29.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
