From the trial in 2003 to the gradual popularization and use of the Code for Valuation of Construction Engineering Bill of Quantities, the measurement and valuation of engineering cost industry need to implement new norms, and the teaching focus of related courses in colleges and universities should be adjusted in time with the development of the industry to carry out teaching reform. Welcome to read the paper of measurement and valuation course. This paper explores the teaching mode reform of engineering measurement and valuation course, hoping to help everyone.
Based on the present situation of classroom teaching of engineering measurement and valuation course, this paper analyzes the problems existing in its current teaching mode, and puts forward that students should take the lead and try to reform the teaching by flipping the classroom teaching mode, so as to improve the teaching effect.
Keywords: engineering measurement and valuation; Flip the classroom; model of instruction
First, the current situation of classroom teaching of engineering measurement and valuation course
(A) teaching content and related courses are closely linked.
According to the development of engineering cost industry, bill of quantities valuation is an indispensable part of classroom teaching at present. The bill of quantities pricing is based on the fixed bill of quantities pricing model and combined with the preliminary construction plan. When explaining the case of bill of quantities valuation, the same partial project combines different construction schemes and carries out different group valuation, so that students can fully understand the process of group valuation of comprehensive unit price, which is closely related to construction technology and organization courses. It is very important for students to master the knowledge of construction technology and organization in parallel or in advance in time, which will pave the way for the bill of quantities valuation of this course.
The case is simple and lacks systematic explanation.
With the implementation and improvement of "Code for Valuation of Bill of Quantities in Construction Projects", the content of classroom teaching has gradually changed from the previous quota valuation mode to the bill of quantities valuation mode. In the process of transformation, the bill of quantities pricing model based on quota pricing has been paid more and more attention, and the main contents involved have also changed from focusing on engineering measurement to paying equal attention to engineering measurement and pricing. Engineering measurement involves the calculation rules of quota and bill of quantities. There are many rules and regulations, only aiming at the law of engineering quantity calculation, and classroom explanation can only be combined with a small engineering example, which is shallow and has a certain gap with the actual engineering example. The content of project valuation and the group price of each single comprehensive unit price cannot be explained completely and systematically with actual engineering cases in class, which is difficult for students to accept and understand.
Less teaching hours
Engineering valuation is mainly based on comprehensive unit price group price, involving quota valuation. For the demonstration of basic quota pricing, it can't be fully displayed in class when explaining the related partial projects. Most teachers explain orally, and they can only try a little, lacking enough time to illustrate each part with examples. It is not enough for students to get in touch with this part of knowledge just by understanding the basic concepts. Due to the limitation of classroom time and space, teachers can only explain the basic knowledge in a limited way, and can't analyze it comprehensively with cases.
(D) The class size is large, which is not suitable for teaching.
The course of engineering measurement and valuation can be aimed at employment in this direction, and classroom teaching needs to be discussed and studied with engineering examples. Through discussion and study, students can not only master the basic theory, but also lay the foundation for practical application ability. This kind of course is generally offered in our school with two natural classes as one teaching class, with about 60 students. For courses that need to focus on engineering cases or examples, there are too many students in the class, which is not conducive to classroom communication and discussion.
Second, the current problems in the teaching model
At present, the traditional teaching mode is that teachers give lectures in class, and students strengthen and consolidate knowledge points through simple examples after class. Because this course is very practical, the traditional teaching mode has some drawbacks and defects in cultivating students' practical ability.
(A) students' practical ability is weak
This kind of course is practical and involves too much content. According to the teacher's teaching intention, after briefly introducing the basic theory, in the measurement and pricing part of the project, combined with an actual project, the measurement and pricing of each sub-item are discussed and studied. Basic knowledge does not need to spend a lot of class hours to elaborate, but only needs to be interspersed in cases to let students understand its concept and function. However, due to the limitation of time and space in the current traditional teaching mode, the content of classroom teaching is basically basic knowledge theory, and the depth and breadth of teaching content should not be too deep. If the case diagram, quota manual, atlas and other materials are fully developed, the classroom cannot display them. Therefore, at present, classroom teaching is basically to understand all the knowledge points, only to outline the depth and breadth, and to rely on students to learn by themselves after class. However, due to the distraction and poor enthusiasm of senior students, most of them have poor practical ability in engineering measurement and pricing.
(B) students lack in-depth understanding of the quota, resulting in poor understanding of knowledge.
It is more effective to combine the study of engineering measurement and valuation with the study of quota. For example, if the quota is applied to the decoration part, it is necessary to check and understand the work content of the quota in order to correctly and completely apply the quota. However, in actual teaching, the display of major quota items is limited, and teachers mainly rely on oral quotas to make students understand, which makes it difficult for students to understand and concentrate, resulting in poor understanding of knowledge.
(3) Students' attention is easily distracted and the learning effect is not ideal.
At present, this course is open to senior students in our school. It is obvious that it is difficult for students to concentrate until the middle of the semester. The reason is that by 5438+00 in mid-June, students began to prepare resumes and find jobs. Faced with the pressure of employment and postgraduate entrance examination, classroom attention was easily distracted. Therefore, how to improve students' learning enthusiasm, fully mobilize the classroom learning atmosphere and improve learning efficiency is a subject worthy of study.
Third, the exploration of teaching mode reform of engineering measurement and valuation course
According to the research and discussion of related teachers in this major, the traditional teaching mode is improved and explored to improve the teaching effect of engineering measurement and valuation course. According to the characteristics of the existing flip classroom teaching mode, which is a hot research topic: studying at home and doing homework at school, the teaching and learning of this course can learn from the characteristics of flip classroom, so that students can learn basic theory before class and explore practical and applied knowledge with deeper basic knowledge in class, which should greatly improve students' learning enthusiasm, concentrate students' attention, fundamentally mobilize their learning initiative and improve their learning effect. Figure 1 shows the idea of teaching mode reform [1-5].
(A) improving teaching conditions is the basic condition for implementing the new model.
If this kind of course is reformed from traditional teaching mode to flip classroom teaching mode, the improvement of teaching conditions is the basic guarantee, including hardware conditions: the coverage of computers and networks. Judging from the current basic conditions of our school, it fully meets the hardware conditions. Every student has a computer, and the campus network covers every student dormitory. In terms of software, students should have a positive learning attitude. In essence, the reform of teaching mode promotes learning attitude, and learning attitude determines the success or failure of teaching mode reform. As a student majoring in civil engineering, the employment situation has changed from good in the past to severe now. Students must face the current employment pressure correctly in order to strengthen their professional quality and make up for the serious shortage of professional employment situation. Therefore, from this perspective, students must have a positive learning attitude. In addition, from the employment direction, engaging in engineering cost is also one of the employment directions of civil engineering students. Strong interest in learning and positive attitude towards learning can increase employment channels.
(2) The experiment and popularization of flip classroom is the basis of improving the teaching effect of engineering valuation course.
The traditional teaching process usually includes two stages: knowledge imparting and knowledge internalization. The teaching of knowledge is accomplished by teachers' teaching in class, while the internalization of knowledge requires students to complete it through homework, operation or practice after class. In the flip class, this form has been subverted. Knowledge transfer is completed with the help of information technology before class, and knowledge internalization is completed with the help of teachers and students in class, forming a flip classroom. With the reversal of the teaching process, all aspects of the classroom learning process have also changed.
1. Role exchange is the guarantee of flip classroom implementation. With the transformation of this new teaching mode, the role exchange between teachers and students is the basic guarantee for the implementation of the flip classroom teaching mode. Teachers have changed from imparting knowledge in traditional classrooms to guiding and enlightening learners. Teachers are no longer the main body of knowledge transfer, but must be the main promoters of students' learning. Teachers' traditional teaching skills have changed accordingly, and teachers need to use new teaching techniques to complete the transformation of this model, from traditional knowledge transfer to building a new learning framework. As a knowledge framework, students must be provided with a knowledge framework, and each part of the framework structure is decomposed into a learning task list to guide students to complete the learning of each task list. The detailed knowledge in the framework is all learned by students themselves. Students become the main body of learning, from traditional knowledge acceptance to first understanding and mastering the knowledge points in each task list. As direct learners of new knowledge, students can master their own learning progress, their own learning places and their own learning resources under the constraints of certain time nodes, so as to better serve the learning content. When students need guidance in their own learning, they discuss and communicate with each other or between students and teachers, and teachers give necessary guidance when necessary. In addition to guidance, teachers also need to actively promote the teaching progress and test the teaching effect. After a task list is completed, the teacher should set up a test link to check the students' knowledge mastery and give timely and necessary feedback to let the students know their learning mastery. In addition, the test and evaluation link is also conducive to teachers to adjust the design of classroom activities in time, formulate deeper learning tasks according to the actual situation of students, and promote students' learning.
2. Small class teaching is a powerful organizational form to reverse classroom transformation. According to "Several Opinions on Deepening the Reform of Education and Teaching in an All-round Way" issued by Tsinghua University, in the aspect of curriculum reform, we propose "to continuously improve the level of general education and the quality of courses through small class discussion classes and supplementary training". In the reform of flip classroom teaching mode, small class teaching is a powerful organizational form of classroom teaching. One of the advantages of flip classroom teaching mode over traditional teaching mode is that it can improve students' learning effect. After students learn the basic knowledge before class, teachers can set up more in-depth knowledge learning activities in the classroom, fully communicate with students, so that students can master knowledge more deeply and lay their practical ability, and at the same time encourage students to think and express and lay their innovative thinking ability. If the small-class teaching of engineering valuation course cannot be realized, it is basically empty talk to flip the transformation of classroom teaching mode. Because the difference of small class teaching is not only that the classroom order is better, but that students can listen clearly. For the classroom teaching of flip class, the more important significance is that teachers and students can fully communicate and discuss in small classes to achieve deeper knowledge exchange.
3. Step-by-step teaching design is the core of flipping the classroom. Under the traditional teaching mode, the arrangement of the teaching content of such courses is mainly to explain the basic theoretical knowledge-exercises, and with the application of the flip classroom teaching mode, the traditional teaching content is rearranged. In the reform of flipping the classroom teaching mode of this course, the "ladder teaching method" is adopted to arrange the teaching content, also known as "ladder learning method", which refers to the method of guiding students to develop good study habits step by step. At first, this teaching method was applied to English courses, that is, on the basis of recognizing the objective existence of each student's individual cognitive style and cognitive ability, different strategies were adopted for different students, so that they could build a new English cognitive structure corresponding to their own abilities, gain a brand-new emotional experience, and achieve a win-win goal of individual knowledge and ability. The arrangement of step-by-step teaching design of this course is mainly reflected in the gradual arrangement of teaching content, which is arranged from shallow to deep according to the different teaching progress, and corresponding to different teaching methods. The specific implementation is as follows.
(1) Determine the overall goal of the teaching content and decompose it step by step. First of all, determine the overall teaching goal of the teaching content of this course, that is, the general framework of knowledge content. It is necessary to clearly put forward what requirements can be achieved after studying this course. Secondly, the teaching content of this course is divided into several relatively independent parts, and there is a ladder relationship, and the content is deepened step by step. The arrangement of step-by-step teaching content is independent and closely related, covering complete knowledge points. Each step is divided into a unit in the whole teaching content, and the content in each unit is refined into chapters step by step, which forms the support of the general knowledge framework, but the content is gradually deepened and gradually approaches the learning goal. See table 1 and table 2 for the overall teaching content decomposition plan.
(2) Use different teaching methods according to different contents. Step-by-step teaching content is arranged from shallow to deep, with basic knowledge as the main knowledge before class, which is the knowledge that students are learning by themselves at present, and belongs to basic knowledge under the guidance of teaching task list formulated by teachers, with corresponding teaching methods as the main guidance; Classroom is based on applied knowledge, and teachers arrange different teaching activities according to different task lists to strengthen the application of basic knowledge. The teaching methods are mainly discussion and discussion. After class, students are the main body to carry out practical simulation activities and deepen the application of basic knowledge. Teaching methods are mainly self-study and research.
4. Summary and reflection. The process of trying to reform the new teaching mode is long and arduous, which will inevitably lead to some problems such as individual students not learning the basic knowledge by themselves before class, not cooperating with classroom discussions, how to test whether students' learning is effective, and whether the new mode is superior to the traditional teaching methods. In the reform of teaching mode, teachers should constantly discover problems, constantly improve, constantly accumulate experience and constantly improve.
Fourth, the expected effect of the new teaching mode.
(A) controlled by students learning
By applying the above-mentioned teaching mode, students can arrange and control their own learning according to their own situation by using teaching videos in a relaxed atmosphere. Students can watch the teacher's video explanation after class or at home, instead of being distracted and unable to keep up with the teaching rhythm in class. They can also stop to think carefully or take notes during the learning process, which greatly improves their autonomy. The goal of this teaching mode is to make students become the best learners and truly understand the course content. The key is to let students take learning as their own goal, not the task they work hard to complete. Therefore, we focus on turning the course into a meaningful activity, not a busy job.
Increase the interaction in learning
The biggest advantage of the new teaching model is that it comprehensively enhances the interaction between students before class, between students and teachers, and in class, on the one hand, it forms a good atmosphere for mutual learning; On the other hand, students actively communicate, deepen their understanding of knowledge and form a better learning style.
(C) the construction of new evaluation indicators
In the past, the evaluation indexes of students' performance under the traditional teaching mode included usual performance (attendance+classroom communication+homework) and final exam performance. Under the new teaching mode, classroom communication and discussion are the main performance of evaluation indicators, which are no longer limited to attendance and homework, but focus on reflecting students' understanding of knowledge in autonomous learning, which greatly encourages students to learn actively, thus improving the learning effect.
References:
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[3] Xiong Bingqi. Small class teaching in colleges and universities needs systematic reform [N]. China Education News, 20 14- 10-29.
[4] Wang Yingxia. The flip classroom teaching mode should be adopted in the teaching of normal universities ―― Taking the literature course of primary education as an example [J]. Teaching and educating people: Higher Education Forum, 20 15, (4).
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