PBL教学法结合学习通平台的“水质工程学Ⅱ”课程教学改革研究

Research on Teaching Reform of “Water Quality Engineering II” Course by Combining the PBL Teaching Method with Xuexitong Platform

摘要: 为应对新工科建设对创新人才培养的需求，解决传统讲授式教学(LBL)在“水质工程学II”课程中存在的学生被动学习、理论与实践脱节、高阶能力培养不足等问题，开展了基于PBL (Problem-Based Learning，问题导向学习)教学法与超星学习通平台的混合式教学改革。研究采用分组对比实验法，将给排水科学与工程专业两个平行班分为对照组(LBL + 学习通模式)和实验组(PBL + 学习通模式)，进行为期一学期的教学实践。通过期末考试成绩、复杂工程问题解决能力量表(C-EPAS)、小组项目评分、平台学习行为数据及学生满意度问卷等多维度数据进行效果评估。结果表明，实验组在知识应用水平、复杂问题解决能力、团队协作与创新思维等方面均显著优于对照组(p < 0.01)。学习通平台为PBL流程提供了高效的管理工具和过程性数据支撑。研究证明“PBL + 学习通”教学模式能有效激发学生学习主动性，促进深度学习，显著提升学生的综合能力与素养，为工程教育专业认证背景下的课程改革提供了行之有效的实践路径。

Abstract: To address the demand for innovative talent cultivation in the context of emerging engineering education, and to solve problems existing in the traditional lecture-based learning (LBL) approach for the “Water Quality Engineering II” course—such as students’ passive learning, the disconnect between theory and practice, and insufficient cultivation of high-order competencies—a blended teaching reform was carried out based on the Problem-Based Learning (PBL) method and the Chaoxing Xuexitong Platform. A grouped comparative experiment was adopted in this study: two parallel classes of the Water Supply and Drainage Science and Engineering major were divided into a control group (LBL + Xuexitong mode) and an experimental group (PBL + Xuexitong mode), and a one-semester teaching practice was conducted. The effectiveness was evaluated through multi-dimensional data, including final exam scores, the Complex Engineering Problem-Solving Ability Scale (C-EPAS), group project scores, platform learning behavior data, and student satisfaction questionnaires. The results show that the experimental group significantly outperformed the control group in terms of knowledge application, complex problem-solving ability, teamwork, and innovative thinking (p < 0.01). The Xuexitong Platform provided efficient management tools and process-oriented data support for the PBL process. This study proves that the “PBL + Xuexitong” teaching mode can effectively stimulate students’ learning initiative, promote deep learning, and significantly improve students’ comprehensive abilities and literacy. It provides an effective, practical path for curriculum reform in the background of engineering education professional certification.