Research on the SPOC + PBL Blended Teaching Reform of the “International Trade Practice” Course Based on “Integration of Competition and Teaching”

Abstract

Under the development guideline of “undergraduate education as the foundation” and the requirements for building “golden courses” in the new era, International Trade Practice, as a core course for economics and trade majors, faces prominent problems such as a disconnect between teaching content and practice application, a single teaching method, and a rigid assessment system. Guided by the core concept of “integration of competition and teaching”, and combining the resource integration advantages of SPOC with the autonomous inquiry characteristics of PBL, this study constructs a blended teaching reform model for the International Trade Practice course. Following a research path of current situation investigation, scheme design, practice verification, and reflection‑optimization, and supported by a sufficient amount of valid questionnaire data, the study systematically analyzes the implementation effectiveness and existing problems of the teaching reform, proposes targeted optimization strategies, and provides practical references for the cultivation of application‑oriented and interdisciplinary talents in international economic and trade.