Author(s)

Wei Zhao

Corresponding Author

Wei Zhao

Abstract

On the background of smart education that is changing the way teaching in higher education is done, by shifting the emphasis on resource digitalization to process intelligence, there is an urgent need to alter the previous activities of experimental teaching in the area of public administration. It should not only aim at elucidating the cases but also provide the training on making decisions and develop the skills of teamwork. This paper reshapes the objectives of the experimental course from a competency perspective, employing a four-stage task chain of "basic—comprehensive—situational— collaborative," integrating policy text interpretation, open data utilization, solution balancing, and scenario simulation to form a coherent output process. It relies on platform traces to collect process evidence and creates a formative evaluation cycle. Verification is conducted using multi-source evidence (platform logs, submission records, version history, and scale scores) from the pilot course. The results show that key indicators such as pre-class preparation, evidence utilization, decision-making process recording, and revisions after feedback all exhibit a traceable growth trend, and the team's output and collaborative structure remain within a reasonable range.

Keywords

Smart education; Public administration; Experimental teaching; Task chain; Process assessment