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
随着新工科建设的不断推进,传统工科课程的教学模式面临新的挑战和机遇。《水质工程学(1)》课程作为给排水科学与工程专业的核心课程,如何通过教学改革提升学生的创新能力与实践水平成为亟需解决的问题。文章结合新工科理念,提出了一系...随着新工科建设的不断推进,传统工科课程的教学模式面临新的挑战和机遇。《水质工程学(1)》课程作为给排水科学与工程专业的核心课程,如何通过教学改革提升学生的创新能力与实践水平成为亟需解决的问题。文章结合新工科理念,提出了一系列针对该课程的教学改革措施。首先,通过挖掘课程思政元素,丰富了思政教学内容和形式,完善了思政考核机制;其次,注重理论与实践的结合,通过将课程设计融入理论教学中,提升学生的设计能力;再次,通过个性化设计任务和加大考核频率,有效防止抄袭现象;最后,构建三阶多维教学体系,采用多种教学方法,激发学生的学习积极性。研究结果表明,这些教学创新措施在提升教学效果和学生综合能力方面具有显著成效。未来的教学改革仍需不断调整和优化,以适应行业发展和学生需求,为培养符合时代要求的高素质工程人才提供支持。With the continuous advancement of new engineering education, traditional engineering course teaching models face new challenges and opportunities. As a core course in the Water Supply and Drainage Science and Engineering program, “Water Quality Engineering (1)” requires urgent solutions to enhance students’ innovation and practical skills through teaching reforms. This paper, in line with the principles of new engineering education, proposes a series of reforms for this course. First, by integrating ideological and political elements into the course, the content and forms of ideological and political education are enriched, and the assessment mechanism is improved. Second, the combination of theory and practice is emphasized by incorporating course design into theoretical teaching, thereby enhancing students’ design capabilities. Third, personalized design tasks and increased assessment frequency are employed to effectively prevent plagiarism. Finally, a three-tiered multidimensional teaching system is constructed, utilizing various teaching methods to stimulate students’ enthusiasm for learning. The results indicate that these innovative teaching measures have significantly improved teaching effectiveness and students' comprehensive abilities. Future teaching reforms will need continuous adjustment and optimization to meet industry developments and student needs, providing support for cultivating high-quality engineering professionals in line with contemporary requirements.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.
文摘随着新工科建设的不断推进,传统工科课程的教学模式面临新的挑战和机遇。《水质工程学(1)》课程作为给排水科学与工程专业的核心课程,如何通过教学改革提升学生的创新能力与实践水平成为亟需解决的问题。文章结合新工科理念,提出了一系列针对该课程的教学改革措施。首先,通过挖掘课程思政元素,丰富了思政教学内容和形式,完善了思政考核机制;其次,注重理论与实践的结合,通过将课程设计融入理论教学中,提升学生的设计能力;再次,通过个性化设计任务和加大考核频率,有效防止抄袭现象;最后,构建三阶多维教学体系,采用多种教学方法,激发学生的学习积极性。研究结果表明,这些教学创新措施在提升教学效果和学生综合能力方面具有显著成效。未来的教学改革仍需不断调整和优化,以适应行业发展和学生需求,为培养符合时代要求的高素质工程人才提供支持。With the continuous advancement of new engineering education, traditional engineering course teaching models face new challenges and opportunities. As a core course in the Water Supply and Drainage Science and Engineering program, “Water Quality Engineering (1)” requires urgent solutions to enhance students’ innovation and practical skills through teaching reforms. This paper, in line with the principles of new engineering education, proposes a series of reforms for this course. First, by integrating ideological and political elements into the course, the content and forms of ideological and political education are enriched, and the assessment mechanism is improved. Second, the combination of theory and practice is emphasized by incorporating course design into theoretical teaching, thereby enhancing students’ design capabilities. Third, personalized design tasks and increased assessment frequency are employed to effectively prevent plagiarism. Finally, a three-tiered multidimensional teaching system is constructed, utilizing various teaching methods to stimulate students’ enthusiasm for learning. The results indicate that these innovative teaching measures have significantly improved teaching effectiveness and students' comprehensive abilities. Future teaching reforms will need continuous adjustment and optimization to meet industry developments and student needs, providing support for cultivating high-quality engineering professionals in line with contemporary requirements.
