Keywords higher education; Teaching methods; Reform; civil engineering
The cultivation of talents in civil engineering higher education has its particularity, and its teaching task must be completed through practical teaching outside the classroom besides classroom teaching. In view of the particularity of professional teaching, teachers must use certain methods to achieve the goals put forward in the teaching plan and syllabus. Reasonable teaching methods are of great significance in civil engineering higher education, and are also indispensable factors in the teaching process. From the original wood structure and rubble brick masonry structure to concrete structure and steel structure; The professional technology of civil engineering has been continuously improved. With the change of structure and technology, teaching methods should also change and develop. Teaching methods are updated day by day, and the theory of education and teaching is deepened, all of which contribute to the continuous reform and development of teaching methods in civil engineering higher education.
First, the definition of teaching methods and the characteristics of civil engineering teaching
Teaching methods refer to the forms of interactive activities between teaching and learning adopted by teachers and students in the teaching process to achieve teaching objectives and complete teaching tasks. It is bilateral, with "teaching" by teachers and "learning" by students. The method of "teaching" and the method of "learning" are interrelated and interactive, both of which affect the teaching effect and quality.
The course of civil engineering is characterized by great difficulty and complexity, high requirements for mathematics and mechanics, strong relevance and continuity of specialized courses, and close connection between theory and practice. Traditional classroom teaching focuses on imparting knowledge, emphasizing teachers' "teaching" in the classroom, and testing students' "learning" mainly through a large number of after-school exercises. This traditional teaching mode has a good effect on professional basic courses. However, in the teaching of civil engineering courses, traditional teaching can no longer meet the teaching requirements well. In order to meet the needs of social and economic development, teaching methods need to be constantly changed and developed.
Second, the main factors affecting the reform of teaching methods
1, teacher's personal reasons
Teachers' academic qualifications, teaching theory level and skills have an important influence on the choice of teaching methods. Teachers choose scientific teaching methods, and the teaching effect will be good. Therefore, it is also an important task to strengthen the training of teaching theory and skills of college teachers and improve their professional quality.
Teachers' teaching style, likes and dislikes of different classroom atmosphere and closeness to students will all affect the teaching effect. This phenomenon often occurs in our teaching courses. The same course is taught by different teachers, and the teaching effect is completely different. When we ask one teacher to change the teaching method of learning from another teacher, we may not achieve the ideal effect. Why? There are various reasons here, so this paper does not focus on the analysis of teachers' personal reasons. But this is a question worth thinking about.
2. Student group factors
As another subject of teaching, the group factor of students is another important factor in the reform of teaching methods. With the development of society, the progress of the times, the development of information technology and modern scientific and technological means, the individual differences of students' knowledge, information, learning motivation and knowledge demand are increasing. Traditional teaching can no longer meet the requirements of different individuals, especially in civil engineering, and students are more different. In the information age, personality is more emphasized, and students' learning purposes and motivations are varied. Simply adopting traditional classroom teaching, even adding modern multimedia teaching can not meet the requirements. More teaching methods should be adopted. A) Online answers should be added to online schools. Students can communicate with teachers alone and ask different questions to teachers according to their own personal requirements; B) increase practical teaching. This is very important for the teaching of civil engineering and can enhance students' perceptual knowledge; C) The increase of practical teaching links can make students adapt to social needs better and faster.
Third, the reform and innovation of education and teaching methods.
1, using multimedia teaching
Multimedia teaching uses computer, Internet and other multimedia technologies for teaching. Compared with traditional teaching, it has the advantages of saving blackboard writing time, increasing information and broadening knowledge. It can dig out the intuitive and dynamic effects that words can't express. Through graphic display, animation simulation, text description, etc. , forming a vivid and intuitive teaching environment, enhancing students' interest in learning and improving learning efficiency. In the teaching of the course "Principles of Steel Structure Design", a video of bolt connection failure was made, so that students can intuitively see the stress characteristics, failure position and failure form of bolt connection in each stage. Let students experience the charm of modern information technology in the process of accepting theoretical knowledge, and achieve the teaching effect that traditional teaching can not achieve. However, the pace of multimedia teaching has become faster and the amount of knowledge has increased, which puts forward higher requirements for students' acceptance ability.
2. Adopt discussion teaching method.
The discussion class is conducted in an equal way in classroom teaching, which breaks the traditional teaching mode of full-time teaching by teachers and even provides students with the opportunity to go to the podium to tell their own stories. When teaching the stability knowledge of Principles of Steel Structure Design, a discussion class was arranged to guide students to express their opinions and encourage them to express their opinions boldly, ask questions and debate freely. Through questions and answers, students use their brains and think positively, cultivate their comprehensive analysis ability and oral expression ability, and enhance their awareness of actively participating in classroom teaching. In order to prepare for this seminar, many students carefully reviewed the content of stability in material mechanics and structural mechanics, and also consulted many reference books. Through the form of discussion class, students' mastery of knowledge is better than that of ordinary teaching. In the teaching of "Construction Organization Design", a special topic was also set up for the whole class to discuss the design in groups, so that they can complete the whole process of construction organization design by making plans, collecting data and sorting out analysis from practical problems. Finally, discuss and analyze the scheme in class, compare the advantages and disadvantages, and let the students decide the best scheme by themselves. The whole process gives full play to students' subjective initiative, and students find and solve problems by themselves.
3. Case analysis teaching method
Case teaching method is to use cases as teaching tools to guide students to face practical problems, mobilize students' initiative and enthusiasm through analysis and discussion, and put forward basic methods and ways to solve problems. The course of structural detection and reinforcement has strong application. In classroom teaching, we should pay attention to the collection of engineering accident examples, select appropriate cases to serve the teaching according to the contents of each chapter, reproduce the actual engineering accidents with multimedia equipment, and organically combine theoretical teaching with actual cases to make the classroom explanation vivid and clear, which has achieved good teaching results. In the teaching of "Building Regulations" and "Contract Management and Claims", the case teaching method can not only closely link theory with practice, but also be of great help to improve students' ability to comprehensively analyze and solve practical problems. Through case teaching, students are encouraged to look at problems comprehensively and analyze the changes of things from the legal point of view. In addition, in the course of "Building Economics and Management", case teaching is used to provide a description of the actual management situation, the problems to be solved and the crisis management. Let students analyze, discuss and study solutions. Case analysis does not seek a "unique" conclusion, but mainly guides students to think, analyze and explore problems and improve their judgment ability.
4. Inquiry learning teaching method
It is a teaching process in which students independently discover, explore and draw conclusions under the guidance of teachers. Traditional receptive learning can't shake students' deep-rooted view of teacher authority and seeking common ground thinking mode, and it is difficult for students to make a breakthrough in their independent thinking ability. Questioning teaching is adopted in structural mechanics teaching, that is, in the teaching process, a problem-solving method is described, so that students can judge whether this method is correct and explain the reasons. If this method is correct, is there any other solution? Is there an easier way? This teaching method has achieved good results, students make fewer common mistakes, and cultivate their learning habits of questioning and extrapolating knowledge. Research teaching requires students not to stick to their own conclusions, dare to doubt their own conclusions and solve problems creatively.
5. Increase practice teaching.
Civil engineering higher education should jump out of the traditional school classroom and put the classroom into engineering practice, which can better cultivate students' practical ability and adapt to social needs more quickly. In the teaching of surveying, we not only let students use instruments, but also arrange surveying practice for more than two weeks, so that students can carry out simple topographic mapping on campus. Reuse holidays, arrange students' social practice and enter projects. After simple familiarity training, students can practice and apply what they have learned in books to practice. In addition, when teaching the course "Structural Comprehensive Experiment", we also jumped out of the traditional experimental teaching mode. We don't simply explain how to use the instrument to students in the laboratory, but let students operate on the spot how to measure the width and depth of cracks, how to carry out nondestructive testing on structures, how to measure the strength of concrete and so on.
Under the current conditions, the introduction of modern teaching methods such as practical teaching, case analysis teaching and research-based learning teaching in civil engineering higher education is conducive to promoting the development of civil engineering higher education from traditional closed education to open education, cultivating students' individualized learning ability, adapting to the needs of modern society and promoting the all-round development of higher education teaching methods. turn