Application‐Oriented Frontend Curriculum Reconstruction: Design and Practice Research

ABSTRACT With the rapid evolution of front‐end technologies and rising industry demands, application‐oriented undergraduate institutions face systemic challenges in front‐end courses, including knowledge fragmentation, theory‐practice disconnection, and assessment‐ability inconsistency. This study constructed an integrated “Context‐Case‐Skill‐Assessment” curriculum restructuring framework, using a unified e‐commerce system as the application context and designing a progressive case‐driven teaching approach with a skill‐oriented multi‐assessment system. A quasi‐experimental design was employed with 60 students in the experimental group (Fall 2024) and 74 students in the control group (Fall 2023) from an application‐oriented undergraduate institution. Multi‐source data, including skill achievement tests, course objective achievement analysis, and self‐assessment questionnaires, were collected to examine implementation effects. Results revealed: (1) For skill mastery, the experimental group significantly outperformed the control group in HTML foundational skills ( p < 0.001, Cohen's d = 1.89) and DOM application skills ( p = 0.016, Cohen's d = 0.45); sensitivity analysis confirmed the robustness of the HTML finding; (2) For technical integration ability, both groups showed similar performance in comprehensive application ability ( p = 0.199), suggesting case‐driven teaching advantages are concentrated in foundational skill acquisition; (3) For subjective‐objective assessment consistency, the experimental group showed smaller discrepancies, indicating the multi‐assessment mechanism may support more accurate self‐assessment. This study provides an integrated framework for application‐oriented front‐end curriculum restructuring, reveals the advantages and limitations of case‐driven teaching in skill cultivation, and offers empirical evidence for curriculum design and assessment reform in computer science education.