(1) The construction course was broadened from "Building Construction" to "Civil Engineering Construction"
The education of architecture course in Southeast University started at 1953. Under the guidance of Sadovic, a Soviet expert, Professor Qian Kunrun opened the course of Construction Organization and Management. 65438-0955, Professor Yang Zongfang offered a course on building safety and fire prevention; During the period of 1957, Professor Xiao Chi opened the course of architectural structure, and arranged the lecture notes of the course of architectural structure in the Department of Architecture. From 1959 to 1998, the name of the construction course has always been "building construction", and the construction content consists of two parts: construction technology and construction organization. Professor Qian Kunrun, Professor Yang Zongfang, Professor Fang Xianhe, Professor Du Xun and Professor Xiao Chi, the older generation of architectural teachers in Southeast University, have all taught the knowledge of architectural structure to undergraduates majoring in industrial and civil architecture.
1999 southeast university began to implement the wide-caliber teaching system of "big civil engineering" The professional name was changed from the original industrial and civil architecture and construction engineering to civil engineering, and the construction course teaching was also changed from the original "building construction" to "civil engineering construction". The teaching content of this course has been fully expanded to adapt to the construction of bridges, tunnels and municipal engineering.
(2) In the past 50 years, the construction of teaching materials has been persistent, and the contents of teaching materials have been constantly updated.
From 65438 to 0957, it has been 50 years since Professor Koike compiled "Construction Course Lectures". In these 50 years, the older generation of teachers of architecture courses handed over the baton of building materials to the next generation of teachers, realizing uninterrupted inheritance and continuous innovation.
1965, the textbook "Architectural Structure" edited by Southeast University and Tongji University, published by Tongji University Press.
From 1972 to 1975, Professor Yang Zongfang, Professor Fang Xianhe, Professor Du Xun and Professor Qian Kunrun from the Architectural Teaching and Research Section participated in the architectural textbooks co-edited by five schools, including South China University of Technology, Hunan University and Southeast University, which were officially published on 1979 and became the main architectural courses in universities after the Cultural Revolution.
1988, the textbook is still revised by the original five schools. Professor Fang Xianhe of Southeast University is one of the editors of the textbook, and Professor Qian Kunrun, Professor Du Xun and Professor Xiao Chi participated in the compilation. At that time, new architectural technologies were incorporated into the textbook. The textbook has a print run of 300,000 copies, which has a great influence on the domestic construction industry. The textbook was revised again on 1998 and published again by China Building Industry Press. Professor Fang Xianhe passed the baton to Professor Guo Zhengxing, the course director, who became the deputy editor-in-chief of the textbook.
1998 On the basis of summarizing 1979 Architectural Structure edited by five universities, such as Southeast University, and 1988 Architectural Structure edited by Professor Fang Xianhe, the Architectural Teaching and Research Section organized all teachers to revise and improve the textbooks used for four years, and the textbooks edited by Guo Zhengxing and Li were officially published by Southeast University Press. This textbook has been well received by many colleges and universities, and was selected as the undergraduate construction textbook by Zhejiang University, Nanjing University of Technology and Yangzhou University. In 2007, on the basis of the original textbook "Building Architecture", the content of large-scale civil architecture was expanded, taking into account both building architecture and bridge architecture, and the pictures and CD-ROM three-dimensional teaching material of civil engineering architecture were innovatively published (Figure 6), which was used in undergraduate architecture teaching in 2007 and received strong response.
(3) Construct a progressive layered teaching mode in which construction scientific research and construction teaching learn from each other, and the teaching content and construction technology develop synchronously.
Professor Yang Zongfang, Professor Fang Xianhe, Professor Xiao Chi, Professor Qian Kunrun and Professor Du Xun, the older generation of architectural teachers in Southeast University, are all masters in the field of civil engineering and architecture in China, which have laid a unique discipline soil and enduring development momentum for architectural teaching in Southeast University. Architectural teachers in our school have been playing an important role in compiling architectural teaching materials and organizing architectural teaching research in civil engineering colleges all over the country. Professor Fang Xianhe was a member of the "Construction Steering Group" of the State Education Commission, and Professor Guo Zhengxing is currently the chairman of the National University Construction Research Association.
Architecture course was always a course of "architectural construction" before the resumption of the college entrance examination in 1977, including architectural construction technology and organization. In order to broaden the knowledge of architecture, Professor Xiao Chi opened an elective course of long-span spatial structure design and construction for undergraduates in 1982. 1987 Professor Fang Xianhe offered the elective course of High-rise Building Structure for undergraduates to further strengthen the structural education. From 65438 to 0982, Professor Yang Zongfang began to recruit postgraduate students in architecture and offered the course Modern Prestressed Concrete Construction for postgraduate students. 1985 set up a master's training center for "civil and hydraulic architecture", and Professor Fang Xianhe and Professor Xiao Chi also began to recruit and train master's students in architecture to conduct special education on architecture. During the period of 1998, Professor Guo Zhengxing, who is in charge of this course, became the first tutor to train doctoral students in architecture in civil engineering universities nationwide, enrolled doctoral students in architecture, and offered follow-up courses for graduate students, such as basic theory of civil engineering architecture, construction of large complex structures, and cutting-edge technology of civil engineering architecture. Professor Li Weibin opened the postgraduate course of "Long-span Spatial Structure Construction" to further deepen the master's construction knowledge education on the basis of undergraduate construction education. In 2005, Southeast University established the second-level doctoral program of "Civil Engineering Construction and Management".
Since 2002, in response to the reform of civil engineering education in Southeast University, the course of civil engineering construction has also been adjusted accordingly, mainly highlighting the progressive and hierarchical teaching, which has relatively shortened the allocation of class hours in the same semester. The original 80-hour building construction (including construction technology and construction organization) is divided into two parts: civil construction-basic work engineering construction (32 hours) and civil construction-project engineering construction (32 hours). Adjust the construction organization to project management.
Civil engineering construction is a practical course, and the teaching content must keep pace with the current development of civil construction technology. The construction knowledge of the course professor should not lag behind the current application level of the project. The textbook "Civil Engineering Construction" and "Follow-up Course of Modern Construction Technology" published in 2007 reflect the second prize of the 2006 National Science and Technology Progress Award "Research on Modern Stadium Construction Technology" and the first, second and third prizes of many provincial and municipal construction research projects such as the new technology of early dismantling formwork, the new technology of vacuum-assisted grouting of prestressed tunnel, the new technology of prestressed steel structure and the new technology of long-span structure installation. In the teaching of architecture courses, teachers have participated in many major projects, such as airports, stations, convention centers, sports centers and other large venues, long-span bridge projects and urban viaduct and tunnel projects. Organize students to know the practice, production practice and construction graduation design visit or practice directly in the construction site, and introduce classroom teaching, which broadens students' horizons and improves their enthusiasm for learning construction courses.
4) Keep pace with the times and strengthen the cultivation of practical ability.
At the end of 1980s, the teaching team of the construction course of Southeast University took the lead in innovating and implementing the "open" construction practice in China, but the process control of the open production practice was relatively difficult. After years of practice, the course teaching team has summed up a set of closed-loop production practice quality assurance system combining "release" and "collection", which not only gives full play to students' subjective initiative, cultivates students' independent working ability, but also ensures the actual quality of practice.
In today's new form, in view of the weak practical ability of "post-80 s and post-90 s" students, special skills training is carried out to improve their practical ability. Combined with the research and engineering application experience accumulated by the Architectural Research Institute of Southeast University in prestress technology, concrete construction technology, formwork engineering technology, etc., it is interspersed in the deepening education of architecture, and special advanced skills training such as high formwork construction, prestress stretching and mass concrete construction is carried out in groups in the form of interest groups in spare time, which strengthens the practical ability of "post-80 s and post-90 s" students, and has achieved good practical results after three years of pilot.
The orientation and course objectives of this course in the professional training objectives.
At the beginning of liberation, China's colleges and universities set up civil engineering majors. 1995, the state promulgated a new professional catalogue, which merged the original excessively differentiated majors such as housing construction, bridge construction, underground construction, geotechnical investigation, road engineering, railway engineering and mine construction into civil engineering majors, that is, today's "big civil" majors.
Southeast University is a national key university directly under the Ministry of Education. It is one of the key universities under the "985 Project" and "2 1 1 Project". It is the first batch of universities in the State Council that can award doctoral, master's and bachelor's degrees, approve professors and associate professors, and set up doctoral tutors by themselves. Its basic mission is to deliver high-quality innovative talents to the society. Civil engineering specialty of Southeast University was founded in 1923, with a long history. At present, it has doctoral programs in civil engineering, post-doctoral mobile stations and key laboratories of the Ministry of Education. The civil engineering major has a high test score because of its good employment and abundant students.
This course is the main course of civil engineering specialty. The training goal of civil engineering specialty is to cultivate wide-caliber civil engineering professionals with solid foundation, wide knowledge, strong adaptability, knowledge of design, construction and management. The orientation of this course in the professional training goal is "knowing the structure", and "taking engineering education and innovation ability training as the core, constructing practical link modules, and bringing engineering ability and innovation ability training into the training plan". The goal of the course is to consolidate the basic knowledge of construction through classroom teaching, production practice and advanced skill training, and to have the basic ability and practical ability of engineering construction, so as to lay the foundation for students to find employment and subsequent development in engineering construction and management units.
Course content design: The whole course content design revolves around the goal of training students to "know how to construct", according to the characteristics of the construction course-the close combination of theory and practice, and the basic laws of cognitive development (from shallow to deep, from perceptual to rational, from theory to practice, from practice to theory). The teaching content of Civil Engineering Construction is generally divided into three parts: classroom theory teaching, construction practice and comprehensive application. Each part is still structured according to the progressive layered teaching mode, and classroom teaching is divided into basic work engineering construction and project engineering construction according to the progressive layered teaching mode (construction skills teaching is in the form of timely teaching, closely combined with the latest construction technology development, reflecting cutting-edge construction technology); The construction practice part is also divided into perceptual practice, advanced skill practice and production practice according to the hierarchical and progressive teaching mode; Comprehensive application is carried out in the form of curriculum design.
1) Constructivism on the design of classroom teaching content;
The theoretical knowledge teaching of civil engineering construction course is divided into two parts according to the progressive layered teaching mode: basic work engineering construction and project engineering construction, and construction skills are taught by special lectures.
Take foundation engineering construction as the introduction of construction teaching, consolidate the requirements of "knowing how to construct" engineering ability education for foundation construction knowledge, focus on imparting classical foundation engineering construction knowledge such as earthwork, steel bar, formwork and concrete in the course content arrangement, and introduce new construction technologies that reflect the development of the times in foundation engineering construction in time, such as earthwork soil nailing technology, steel bar rolling straight thread sleeve connection technology, vacuum-assisted grouting technology for prestressed construction, etc. The teaching of construction knowledge pays attention to the introduction of construction process and the mastery of technological principles. Through innovative three-dimensional construction teaching materials, classroom process operation videos and PPT electronic teaching plans containing a large number of construction pictures, it can help to preview and review course websites that reflect all teaching requirements and contents after class, which will reflect the achievements of teaching reform of construction teaching content series.
Deepening the teaching content of construction takes engineering construction as the main line, and deep foundation engineering, high-rise building, long-span structure, bridge and tunnel construction as the main line. Classroom teaching completely combines the latest development of construction site and the application of advanced construction technology, adopts modular expert teaching mode, and is taught by course teachers in combination with their own characteristics and expertise. For example, Professor Li Weibin, an expert in deep foundation pit construction in Jiangsu Province, taught the construction module of deep foundation pit engineering, Professor Guo Zhengxing, a well-known formwork and scaffold construction expert in China, taught the construction technology module of system formwork engineering and tall formwork engineering, Associate Professor Li Jingun, a well-known prestressed construction expert in China, and Chief Engineer Liu Yafei, an external expert, taught the construction case of high-rise buildings. On the basis of mastering the classical engineering construction, deepen and expand the knowledge of engineering construction, so as to adapt to the situation that the number of undergraduates working in construction-related enterprises has increased year by year in recent years, realize the training goal of "knowing how to design and how to construct" in this major, strengthen the training of engineering ability, and deliver architectural talents with the characteristics of Southeast University for engineering units.
2) Design of architectural practice teaching content:
Civil engineering construction practice teaching still adopts hierarchical and progressive mode design, which is divided into early perceptual knowledge practice, intermediate special skill practice and late construction production practice.
Knowledge module sequence and corresponding class hours
The knowledge module of civil engineering construction course is constructed according to the general law of cognitive development and the characteristics of construction course, that is, the process from perceptual knowledge to theory to practice, and the teaching of civil engineering construction course is carried out step by step.
Construction of basic types of work in civil engineering construction
(1) Introduction-overview, research contents, learning methods, etc. , 1 class;
(2) Earthwork-site leveling, foundation pit, cofferdam, drainage, dewatering, earthwork backfilling, 6 hours;
(3) Foundation works-pile sinking method, static pressure pile, bored pile sinking, cast-in-place pile, open caisson and underground continuous wall, 6 class hours;
(4) Formwork engineering-foundation, beam, plate, column, wall, pier, V-shaped pier, etc. , conventional templates and special templates, 6 class hours;
(5) Reinforcement engineering-sample inspection, blanking, processing, connection, etc. , 4 hours;
(6) Concrete engineering-batching, mixing, transportation, pouring, vibrating, curing, inspection, etc. , using special concrete construction method, 5 hours;
(7) Prestressed engineering-pretensioning method and post-tensioned concrete construction, prestressed steel structure construction, 6 hours;
(8) Steel structure engineering-building steel structure and bridge steel structure, 4 class hours;
(9) Structural installation works-hoisting, sliding, lifting, jacking, pushing and overturning, 6 class hours;
(10) Masonry and Scaffolding Engineering-Masonry and Scaffolding, 4 class hours.
Construction of civil engineering construction project
(1) Deep foundation engineering -6 class hours
(2) High-rise building engineering-14 class hours
(3) Long-span structural engineering -4 class hours
(4) Bridge and Tunnel Engineering -8 class hours
Civil engineering construction training-1 week
The purpose of this training is to cultivate the engineering ability and practical ability of undergraduate students majoring in civil engineering, and to carry out exploratory learning and research learning. In the absence of fixed answers and fixed models, combined with the requirements of engineering examples, we use the digital books and materials of the school to study independently and complete this training as a team.
At present, the training content of special advanced skills is:
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(2) Special skills training for mass concrete construction: combining with engineering examples, consulting relevant technical documents, compiling a special construction scheme for mass concrete construction, measuring the construction temperature of mass concrete with simulated specimens in the laboratory of civil engineering test platform, and learning the construction temperature control technology.
(3) Special skills training of prestressed tensioning construction: combining with engineering examples, consulting technical literature, compiling special construction scheme of prestressed tensioning, tensioning simulated specimens in the laboratory of civil test platform, and cultivating basic skills.
Three contents according to the characteristics of students, choose one content to carry out.
Civil engineering construction course design -2 weeks
Do the construction organization design according to the given drawings and required engineering projects, master the main contents and compilation methods of the construction organization design, master the method of compiling the construction schedule plan with project software, and master the method of construction scheme design.
Cognitive practice of civil engineering construction course-2 weeks
Choose different types of projects in local and surrounding areas, mainly including: deep foundation construction, factory buildings (fabricated assembly, light steel structure), multi-storey houses (frames, masonry), high-rise commercial buildings (frame shear walls, steel structures), long-span spatial structures and bridge and tunnel projects, and carry out perceptual knowledge practice.
Production Practice of Civil Engineering Construction Course ——4 weeks
Choose projects to go deep into the construction site, participate in construction production, and combine professional knowledge with production practice.
The Key Points, Difficulties and Solutions of the Course
Civil engineering construction course is a professional course with strong theory and practice, which involves a wide range of professional theoretical knowledge. In addition to the targeted basic theory of construction technology, it also involves professional knowledge such as soil mechanics, engineering mechanics, masonry structure, concrete structure, steel structure, long-span spatial structure and materials science. , related to underground engineering, bridge engineering, tunnel engineering and municipal engineering. These professional knowledge are combined with engineering construction practice to form the course of civil engineering construction.
Emphasis of the course: the students' professional theoretical knowledge such as engineering mechanics analysis and engineering structure design is closely combined with the civil engineering construction practice, so that students can master the basic technical theoretical knowledge of civil engineering construction and master the engineering construction technology in an all-round way by combining the construction practice.
The difficulty of the course lies in how to make students not only master basic theoretical knowledge, but also cultivate their practical ability and ability to solve engineering and technical problems through less class hours.
Solution:
(1) Make great efforts in the construction of teaching materials, change the old flat teaching material mode with people as the main part, make full use of the characteristics of students' computer popularization and digital pictures, introduce the real construction pictures corresponding to each chapter into the new teaching materials, and innovatively make the construction teaching materials three-dimensional to facilitate comparative understanding and learning.
(2) Review and review the theoretical knowledge of various majors involved in advance, so that students can understand the theoretical knowledge of other majors needed in this course, so as to preview and master it in advance; Print and distribute the knowledge points and main outline of the teacher's lecture, reduce the time of taking notes in class and improve the quality of the lecture.
(3) The video teaching method is adopted for the construction technology with strong operability, so that the combination of theoretical knowledge and engineering practice is concrete and visual, which is convenient for students to understand and master the basic theoretical knowledge and construction technology principles, and can apply theoretical knowledge to engineering practice;
(4) Focus on the construction of course website, extend classroom teaching, make full use of network multimedia educational resources, arrange students to read course website for preview and after-class review, and closely combine with on-site construction to help students master construction knowledge.
(5) Improve students' practical ability, and cultivate students' ability to solve specific engineering problems through appropriate on-site teaching visits, making plans in combination with actual projects and advanced skills training.
Design concept and effect of practical teaching
This paper puts forward a new idea of running a school relying on social forces, and solves the problems of engineering background and engineering practice.
The new idea of running a school by relying on social forces is to form a cooperative network of "production, learning and research", give full play to the role of practice base, and solve the problems of engineering background and practice, so as to effectively improve the quality of construction practice and construction graduation design. We should integrate and reform architectural practice teaching as a whole, take the cultivation of innovative ability as the main line, and gradually implement innovative teaching to stimulate students' innovative consciousness.
1. Construction practice has the characteristics of "wide content and new technology"
The practice of construction knowledge adopts the combination of multimedia indoor teaching and on-site visit. On the basis of a lot of perceptual knowledge, the engineering quality of students is initially cultivated and the enthusiasm of students for learning professional knowledge is stimulated.
Relying on the cooperation network in Nanjing and its surrounding areas, combined with major projects, learn about the latest technologies in the construction of high-rise, long-span bridges, expressways and subways. , so that knowledge practice has a wide range of contents and new technologies. Here, it is an important measure to improve the quality of cognitive practice to give full play to the role of basic course teachers and off-campus engineers, and to implement written assessment in combination with lectures, videos and field visits.
2. Civil engineering undergraduate construction training pilot.
Using the platform of civil examination, students' interest groups are organized, and some advanced construction skills training combining in-class and out-of-class time is carried out in extracurricular time.
This is the first practice of Southeast University among undergraduates in key universities of civil engineering in China. Generally, practical training courses of construction skills training are offered in junior colleges and vocational and technical colleges, but the starting point of training is low, and it is often masonry, scaffolding, painting walls and tiling. The advanced construction skills training for undergraduate majors focuses on cultivating the ability to solve engineering problems and innovate in the whole process from the preparation of special construction plans to the organization and implementation, solving the problems of students' research-based learning and improving their enthusiasm for independent learning.
At present, it is difficult to arrange all the training time in the classroom. This kind of training combined with the classroom teaching of project construction will complete the education of the necessary knowledge of the training theme in the classroom. After class, students are required to arrange training topics and prepare special construction plans, and are encouraged to organize several interest groups (4-8 people) to train in team form by using network resources. The teacher stays after class to tutor, and when necessary, he uses his self-study time in the evening to tutor. Take the interest group as the unit, emphasize team spirit, focus on team assessment, check the plan prepared by the team and the operation skills of the team, and make a comprehensive score.
3. On the premise of establishing quality assurance system, implement "open" production practice.
In order to emphasize the cultivation of ability, an "open" production practice is implemented. Relying on the cooperative network of "production, learning and research", it is feasible to implement "open" production practice, and the key is to establish a quality assurance system.
The key points of the closed-loop quality assurance system of retracting and retracting summarized through years of practice are: 1) unified outline; 2) Clear requirements; 3) Mid-term examination (email the mid-term internship report to the school instructor); 4) Strengthen the assessment (in addition to the internship report and back-to-school exchange results, we will also evaluate the results through oral examination and defense, and those with excellent results will write small papers).
The "open" production practice training mode can give full play to students' subjective initiative, from contacting practice units (assisted by some teachers) to determining practice objects, and then arranging practice plans, carrying out production practice and students' self-management, so as to maximize students' potential and cultivate students' ability to work independently and solve problems. The perfect guidance and control system enables teachers not only to cultivate students' independent ability freely, but also to monitor students' internship process all the time, effectively putting an end to the phenomenon of laissez-faire.
4. The "actual combat" construction curriculum design with the background of actual engineering and the goal of solving practical engineering problems.
The design of the construction course is completely based on the actual project, aiming at solving the practical problems of the project, so that students can feel the atmosphere of "actual combat". In the design process, try to use the platform of off-campus practice base to broaden students' horizons and understand the development of new building technologies. In the process of thesis writing, we should guide students to comprehensively apply professional knowledge, apply what they have learned, further cultivate students' engineering quality and practical ability, and train qualified graduates who can fight for the future.
Instructional design: The teaching concept of civil engineering construction course is: although the content of teaching comes from engineering construction practice, it is higher than engineering construction practice. Adopt the teaching mode of gradual hierarchical learning. Starting from telling the basic construction process, students are required to master the principles of the basic construction process, draw inferences from others, and finally guide the construction operation. In order to realize this teaching idea, in teaching design, we should attach importance to the teaching of course preface, make clear the overall structure of the course, make clear the reading requirements inside and outside the class, and make clear the cross relationship with other majors and related courses; In the process of text teaching, we should pay attention to stage summary and implement rolling repetitive memory teaching; Design engineering construction technology and scientific research literature reading, improve the exploration and research ability in production practice and skill training, and carry out group discussion.
Teaching methods and means: In teaching, the physical display, multimedia pictures and video technology are mainly used to make students understand the theoretical knowledge in the course intuitively and vividly. For example, when talking about formwork engineering, samples of various formwork materials will be displayed and recycled in the classroom, so that students can intuitively understand the materials used in formwork engineering, play construction videos of formwork engineering at home and abroad, set up templates and support frames in training, and further understand and master the formwork structure; When talking about prestressed engineering, all kinds of prestressed anchors are displayed and circulated in class, so that students can intuitively understand the structure and working principle of prestressed anchors; When talking about pile foundation engineering, students can master the specific process by playing various pile foundation construction technology videos. The application of these means has achieved good results.
In teaching, heuristic teaching and reverse thinking are used to cultivate students' ability to think independently about engineering problems. For example, in the teaching of template engineering, inspire students to find out the characteristics of instrument templates and further think about the problems existing in the current template market; Through the analysis of formwork engineering accidents, students are trained to solve engineering problems.
In cognitive practice, multimedia indoor teaching is combined with on-site visit to initially cultivate students' engineering quality; In the course of basic theory, students are taught basic construction theory knowledge through animation demonstration, engineering pictures, video recording and other means; Through homework exercises after class, students can master the basic structural calculation method; Use multimedia and video AIDS to deepen students' understanding of the course content; Through production practice, students can combine their knowledge with production practice in the workplace.
There are about 200 students in six classes every year, and good teaching results have been achieved. The construction work is mainly to improve the calculation ability of construction technology, including earthwork leveling calculation, light well point dewatering calculation, formwork design calculation, steel bar blanking calculation, prestressed tensioning calculation and structural hoisting design calculation. The basic work of civil engineering construction adopts closed-book examination with concept, question and answer and calculation, and the civil engineering construction project adopts open-book examination with question and answer.
In the aspect of teaching reform, in addition to developing and perfecting the existing teaching methods and means, a laboratory demonstration training base has been built to increase the opportunities for students to observe and operate on the spot and apply what they have learned; Constantly improve and enrich multimedia courseware, and make video plug-ins for major types of work to facilitate students' self-study and review; Gradually realize online question answering (timing). The textbook is civil engineering construction, edited by our school, published by Southeast University Press in 2007, and edited by Professor Guo Zhengxing. The new textbook is accompanied by auxiliary pictures of civil engineering construction, and a large number of selected construction site pictures correspond to the contents of the textbook chapters, which promotes students' understanding and mastery of construction knowledge. The following textbooks, Modern Construction Technology and Large-scale Complex Structure Construction (graduate textbooks), will soon be published after several years of compilation and trial use, forming a series of construction textbooks with the characteristics of Dongda University.
In 2008, civil engineering construction course became a provincial-level excellent course. The key civil engineering construction website won the first prize of excellent website of Southeast University in 2008. All the teaching materials of this course can be directly browsed on the website of the excellent course construction of the Academic Affairs Office of Southeast University, and all the classroom teaching videos have been online, which meets the national standardization requirements for network teaching and has a good network teaching environment, which is more conducive to students learning this course.
He has edited and published Space Structure Design and Construction (Southeast University Press, 1999), Modern Prestressed Construction (China Building Industry Press, 2007) and Modern Formwork Engineering (China Building Industry Press, 1995). , as well as self-compiled handouts on modern construction technology and large-scale complex structure construction. As students' autonomous learning, the whole teaching process of the extended information course is carried out by using multimedia equipment, equipped with a large number of pictures, on-site photos and a large number of video clips of engineering construction, which deepens students' perception and understanding of the course content, and the subsequent production practice teaching links can further deepen students' understanding of the learning content.
The multimedia courseware "Civil Engineering Construction" has been comprehensively improved, making it more applicable and beneficial to students' online self-study.
Video plug-ins are made and edited for the construction demonstrations of various types of work, so that students can have an immersive experience and browse on the course website for easy review after class.
The construction scale of demonstration training base is expanding, so that groups of students can practice by themselves.