The Computer Aided Design (CAD) Degree Certification course is a course offered by the author's school for engineering students in our school. The current target of the course is the group of post-00 students in institutions of higher learning. As Internet aborigines, they have distinctive characteristics and generally have mobile phone dependence in the classroom. Not interested in course learning.
As a result of this situation, in addition to the internal factors of students' poor self-discipline ability, the lack of attractiveness of classroom teaching and the lack of temperature of knowledge are also external factors that cannot be ignored. Therefore, how to stimulate students' interest in learning, use the positive energy of curriculum thinking and politics to combat the various stimuli brought about by the Internet, clarify the direction of knowledge, and maintain students' concentration in classroom learning is the focus of research on this topic.
History of the course
The ”Computer-aided design" course was opened in 2000. Teaching reform began in 2005, and the course content was adjusted to compile its textbooks. In 2012, the online course was launched, the MOOC was launched in 2017, and the online and offline hybrid teaching reform began. Curriculum reform tightly grasps the main battlefield of the “45-minute classroom”, takes the teaching reform of “multi-dimensional and advanced, through an integrated” as a breakthrough, and implements the full-element classroom teaching reform of “curriculum system, teaching methods, and performance evaluation” to create a high-level learning classroom, and takes skill testing as the traction to carry out the whole process of performance evaluation.
After more than ten years of curriculum reform and practice, this course has achieved four transformations: from a “teaching-centered” that focuses on knowledge transfer to a “learning-centered” teaching model that emphasizes “knowledge + practice + innovation”; from exam-setting grades to independent thinking and “whole-process performance evaluation” learning evaluation; teachers have changed from knowledge communicators to “guides” who stimulate students' innovation and creation; students have changed from passive learning to active learning and “innovative” learning behavior.
Teaching problems solved by curriculum reform
First, it solves the core problem of “what should computer-aided design teach” in the context of new engineering, constructs how to dynamically adjust the core content of computer-aided design based on social needs and goals, and gives a solution for the integration and development of curriculum and digital resources in an innovative way of content system, to realize the invisible education of people.
Second, it solves the problem of “how to teach” computer-aided design in the context of Internet 3.0 Informationization, innovates with curriculum structure and application cases, and promotes the transformation of the one-way guidance model taught by teachers into constructive and discoverable learning, which provides strong support for new teaching models such as research-based, practical, and networked.
Third, it solves the problem of sustainable development of courses under the “gender balance” standard. The establishment of a multi-dimensional teaching support platform has built a bridge for teachers and students to “learn from each other” and provides a guarantee for the improvement of the overall teaching quality of computer-aided design courses and the sustainable development of courses.
Methods to solve teaching problems
1. The course content highlights the basics, reflects the cutting-edge nature and increases the temperature of knowledge. The course team integrates industry, university, and research to introduce first-line production practice cases into the classroom, and students walk into the first-line practice base. Through the organic combination of typical expressions such as building floor plans, elevations, and cross-sectional views, it focuses on cultivating students' deep subject foundation, strong engineering application ability, and independent expansion of knowledgeability.
Adopting the knowledge content structure of “one body and two wings”, Chinese stories and core theories are used to increase the temperature of knowledge, and 12 Chinese stories are used to tell the story of great country craftsmen, cultural self-confidence, social responsibility, humanistic spirit, patriotic enthusiasm, and rural and rural feelings to convey the temperature.
2. The curriculum structure highlights modularity and supports research-based, practical, and networked teaching models. Through a goal-oriented deconstructed combination, a student-centered “4+3+X” advanced learning knowledge map is constructed. The curriculum is divided into 4 units, which echo back and forth between the units and are organically combined. Each unit has a clear goal and step by step so that students can finally master the complete basic theory, basic knowledge, and basic skills of computer graphics. Students gradually form clear ideas and goals in the multi-dimensional advanced learning process to avoid blindness in the learning process.
Teachers use unit goals as clues to set up research-based topics and practical links, carry out research-based, practical, or networked teaching, and implement the student-centered teaching concept into the entire teaching process. Using the characteristics of clear knowledge points of unit structure and clear teaching goals, guide students to use online MOOC courses to learn knowledge points, and arrange more seminars and practical links in offline classroom teaching, focusing on cultivating the ability to analyze problems and solve problems.
3. Establish a multi-dimensional teaching platform, create an infiltrating teaching environment, and realize the sustainable development of the curriculum. The multi-dimensional teaching platform includes teaching materials, exercise sets, teaching courseware, expansion exercises, case libraries, etc. supporting the curriculum. It brings together teachers' advanced teaching concepts and teaching results, as well as rich engineering application cases; the course group has recorded supporting MOOC courses, which will be launched in 2017. Students can learn knowledge anytime, anywhere, and use rich teaching resources. Through the multi-dimensional teaching platform, students' endogenous vitality has been stimulated, and a bridge between teachers and students has been built.
Innovation points of curriculum reform
1. Based on the ”four-in“ path, a curriculum system of ”one body and two wings“ has been constructed, with classroom theory teaching as the main body, ideological and political elements, and curriculum knowledge points as the two wings, and a ”one body and two wings" curriculum ideological and political goal system has been built. With Chinese stories as the main line, 9 ideological and political topics were excavated, and a library of ideological and political cases was constructed.
From the four aspects of the course's knowledge points, chapters, chapters, and the whole, the “four-entry” path of curriculum thinking and politics of “point infiltration, online implantation, surface integration, and physical immersion” is implemented. Ideological and political elements and curriculum knowledge points support each other and are deeply integrated so that the knowledge points of the curriculum are integrated into the temperature of society, the temperature of the curriculum, and the temperature of the teachers.
2. Build a student-centered ”4+3+X" multi-dimensional advanced learning system to modularize and subdivide course knowledge, form a knowledge point cloud within the module, lead the knowledge point cloud through case coordination, and use a customs clearance-style learning method to allow students to clear customs layer by layer, and gradually form their learning ideas in the exploration. At the same time, students are encouraged to participate in various stages of challenges, so that students can complete the customs clearance after “jumping”, increasing students' sense of acquisition and accomplishment.
In the class, the method of student self-recommendation + random roll call is used to allow students to take the stage to demonstrate case operations, and encourage and urge at the same time so that students can fully participate. During the demonstration process, key knowledge points are randomly interrupted to guide students to solve problems with multiple ideas, start discussions, and jointly explore the best ideas. After-class expansion exercises and case library learning are deeply connected with majors, to realize multiple courses in the same direction at the same time and create an immersive learning environment.
3. A teaching evaluation mechanism of “three actions and three evaluations” has been created, the whole process evaluation has been realized, the examination system has been reformed, and the whole process evaluation and multi-dimensional assessment have been implemented. The score of process assessment has been increased from a single usual score of 30% to mutual evaluation and interaction, classroom performance accounts for 50%, and the proportion of result assessment has been reduced to 50%.
The combination of process assessment and result assessment not only evaluates the student's learning process but also evaluates the learning results. Establish a “three-action three-evaluation” teaching evaluation mechanism based on mutual evaluation and interaction. In-class “three-action” (“wisdom tree APP” mutual evaluation, classroom teacher evaluation, skill evaluation) + after-class “three-action” (flipped classroom interaction, the interaction between teaching and learning after-class, WeChat group interaction) covers the improvement of knowledge in class and the use of fragmented time after class, fully mobilizing students' enthusiasm and initiative for learning.
Summary
The author's research group conducted systematic research and practice on the content reconstruction, framework structure system, and technical means of the hybrid teaching model of the ”computer-aided design" curriculum, and proposed a new solution to the teaching methods and methods of this type of curriculum, which has certain guiding significance for the teaching of the main courses of architecture, urban planning, interior design, landscape architecture, and other majors. At the same time, the curriculum reform has enhanced the initiative and pertinence of students' learning, improved their professional literacy and comprehensive practical ability adapted to the development of new engineering disciplines, and students' employability has been significantly enhanced.