新工科背景下土木工程施工组织课程教学设计创新与实践  

Innovation and practice of teaching design for civil engineering construction organization course under the background of new engineering

作　　者：刘吉敏[1] 王长柏[1] 荣传新[1] 杨建伟[1] 马冬冬 LIU Jimin;WANG Changbai;RONG Chuanxin;YANG Jianwei;MA Dongdong(School of Civil and Architectural Engineering,Anhui University of Science and Technology,Huainan 232001,China)

机构地区：[1]安徽理工大学土木建筑学院,安徽淮南232001

出　　处：《南阳师范学院学报》2024年第3期92-97,共6页Journal of Nanyang Normal University

基　　金：国家级一流本科课程(2023240791);2021年度安徽省高等学校省级质量工程课程思政示范课程(2021kcszsfkc123);2022年度安徽省高等学校省级质量工程项目(2022zygzts026);2022年度安徽省高等学校省级质量工程提升项目(2022xjzlts007)。

摘　　要：针对“土木工程施工组织”课程学生动手能力弱、参与度低等教学痛点问题,以成果导向原则为指引,在教学内容、教学方法、教学环境、教学评价、课程育人方法等方面开展了教学设计创新与实践,提出了重构教学内容、重立教学方法、重创教学环境、重建教学评价的“四重”反向设计教学法,以及工程背景-案例复盘-学思悟道“三段联动式”课程育人方法,解决课程教学痛点问题,促进课程的提质创新,帮助学生树立“我是未来土木工程师”的价值目标。Problem-driven instructional design innovation is an effective way for the connotative development of curriculum construction in the context of new engineering education.In response to the problem of weak practical ability and low participation in the course of“Civil Engineering Construction Organization”,guided by the principle of outcome orientation,instructional design innovation and practice in terms of teaching content,teaching methods,teaching environment,teaching evaluation,and curriculum education methods have been carried out.A“four-fold”reverse design teaching method that reconstructs teaching content,re-establishes teaching methods,re-creates teaching environment,and reconstructs teaching evaluation,has been proposed.And a“threestage linkage”curriculum education method that combines engineering background,case review,learning and thinking has been put forward to solve the problem of curriculum teaching pain points,promote curriculum quality improvement and innovation,and help students establish the value goal of“I am a future civil engineer”.

关 键 词：新工科 教学设计 信息技术 高等工程教育 产教协同育人 

分 类 号：G642.0[文化科学—高等教育学]