Research and Exploration of School-Enterprise Collaboration-Driven Nurturing Mode Based on PBL-CDIO
Bibliographic record
Abstract
The research combines PBL teaching method, CDIO theory and school-enterprise collaborative education mechanism to construct a school-enterprise collaborative teaching model based on PBL-CDIO. And then, the empirical research of PBL-CDIO school-enterprise collaborative teaching mode is realized through the teaching experiment method. The independent sample t-test is used to test the changes in the professional knowledge level and basic working ability of the experimental group and the control group before and after the experiment, and to judge the teaching effect of the school-enterprise collaborative teaching mode based on PBL-CDIO in this paper. The pre-test sig values of professional knowledge and basic work ability of the experimental and control groups are greater than 0.05, and there is no significant difference between the two groups. The posttest sig values of the dimensions of professional knowledge in the experimental group increased by 10.20, 10.46, 10.49 and 9.47 respectively, and the sig values of the dimensions of basic work competence increased by 9.89, 9.72, 8.66 and 10.10 respectively. The overall change in the level of professional knowledge and basic work competence in the control group was less than 1 point. The posttest expertise and basic work ability sig of both groups were less than 0.05. After the experiment, the expertise and basic work ability of the experimental group were much better than that of the control group. The school-enterprise cooperative teaching mode based on PBL-CDIO proposed in this paper has good teaching effect.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".