Research on teaching reform of civil engineering materials experimental course under the background of emerging engineering education
Mengxue Yang
Hebei University of Engineering Science
DOI: https://doi.org/10.59429/bam.v8i3.15432
Keywords: civil engineering materials; experimental teaching; teaching reform; emerging engineering education; curriculum ideology and politics
Abstract
Driven by emerging engineering education construction and engineering education certification, traditional experimental teaching of civil engineering materials faces prominent problems, including outdated teaching content, dominant confirmatory experiments, rigid teaching modes, single assessment mechanisms, and insufficient integration of cutting-edge technologies and moral education. These shortcomings fail to meet the industry demand for innovative and high-quality civil engineering talents under green, intelligent, and industrial transformation. Based on the Outcome-Based Education (OBE) concept, this study proposes a systematic teaching reform framework covering hierarchical content optimization, online-offline blended teaching, whole-process diversified assessment, in-depth curriculum ideological and political integration, and open laboratory and production-education integration. Comparative teaching practice indicates that the reform significantly improves students' practical operation ability, innovative thinking, and comprehensive engineering literacy, thereby promoting overall teaching quality. The findings can provide practical and theoretical references for the experimental teaching optimization of civil engineering majors in local universities.
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