在传统教学模式下,“水质工程学”课程在培养学生解决复杂工程问题的能力方面存在一定的局限性,我们对“水质工程学”课程进行了以工程思维为核心的教学改革。通过引入翻转课堂的教学策略,我们构建了一种融合“大班授课(课堂教学) + 小...在传统教学模式下,“水质工程学”课程在培养学生解决复杂工程问题的能力方面存在一定的局限性,我们对“水质工程学”课程进行了以工程思维为核心的教学改革。通过引入翻转课堂的教学策略,我们构建了一种融合“大班授课(课堂教学) + 小组项目研讨 + 综合性考核”的新型教学模式。此外,我们还结合了“净水厂设计”和“污水处理厂设计”等实践环节,进一步扩展了专业知识的应用,并加强了学生的工程思维训练。这种多环节的培养模式专为我校给排水科学与工程专业的技术人才培养量身定制,旨在全面提升学生的专业技能和工程实践能力。改革实施后,我们发现学生的毕业要求达成度在解决复杂工程问题方面有了显著提高,这不仅满足了工程教育评估(认证)对专业核心课程持续改进的需求,也证明了我们的教学改革方案是科学合理的。In the traditional teaching model, the “Water Quality Engineering” course has certain limitations in cultivating students’ ability to solve complex engineering problems. To address this deficiency, we have carried out a teaching reform of the “Water Quality Engineering” course with an emphasis on engineering thinking. By introducing the flipped classroom teaching strategy, we have established a new teaching model that integrates “large class lectures (classroom teaching) + small group project discussions + comprehensive assessments.” Additionally, we have combined practical segments such as “Water Purification Plant Design” and “Wastewater Treatment Plant Design” to further expand the application of professional knowledge and strengthen students’ engineering thinking training. This multi-stage training model is tailored specifically for the technical talent training of our university’s Water Supply and Drainage Science and Engineering major, aiming to comprehensively enhance students’ professional skills and engineering practice abilities. After the implementation of the reform, we found that the students’ achievement level in solving complex engineering problems has significantly improved, which not only meets the continuous improvement requirements of professional core courses under engineering education evaluation (accreditation), but also proves that our teaching reform plan is scientifically sound and reasonable.展开更多
文摘在传统教学模式下,“水质工程学”课程在培养学生解决复杂工程问题的能力方面存在一定的局限性,我们对“水质工程学”课程进行了以工程思维为核心的教学改革。通过引入翻转课堂的教学策略,我们构建了一种融合“大班授课(课堂教学) + 小组项目研讨 + 综合性考核”的新型教学模式。此外,我们还结合了“净水厂设计”和“污水处理厂设计”等实践环节,进一步扩展了专业知识的应用,并加强了学生的工程思维训练。这种多环节的培养模式专为我校给排水科学与工程专业的技术人才培养量身定制,旨在全面提升学生的专业技能和工程实践能力。改革实施后,我们发现学生的毕业要求达成度在解决复杂工程问题方面有了显著提高,这不仅满足了工程教育评估(认证)对专业核心课程持续改进的需求,也证明了我们的教学改革方案是科学合理的。In the traditional teaching model, the “Water Quality Engineering” course has certain limitations in cultivating students’ ability to solve complex engineering problems. To address this deficiency, we have carried out a teaching reform of the “Water Quality Engineering” course with an emphasis on engineering thinking. By introducing the flipped classroom teaching strategy, we have established a new teaching model that integrates “large class lectures (classroom teaching) + small group project discussions + comprehensive assessments.” Additionally, we have combined practical segments such as “Water Purification Plant Design” and “Wastewater Treatment Plant Design” to further expand the application of professional knowledge and strengthen students’ engineering thinking training. This multi-stage training model is tailored specifically for the technical talent training of our university’s Water Supply and Drainage Science and Engineering major, aiming to comprehensively enhance students’ professional skills and engineering practice abilities. After the implementation of the reform, we found that the students’ achievement level in solving complex engineering problems has significantly improved, which not only meets the continuous improvement requirements of professional core courses under engineering education evaluation (accreditation), but also proves that our teaching reform plan is scientifically sound and reasonable.
