基于层次分析法的地质工程专业水文地质实习效果综合评价与教学优化

Comprehensive Evaluation of Hydrogeological Practice Effectiveness and Teaching Optimization for the Geological Engineering Major Based on the Analytic Hierarchy Process

摘要: 水文地质实习是地质工程专业本科教学中衔接理论知识与工程实践的核心环节，教学方法、教学内容与实习路线的改革成效亟需科学的长效评价机制予以检验。为精准衡量实习教学质量，本文以宿州学院地质工程专业水文地质实习为研究对象，选取思想作风、专业素质、实习效果3个一级评价指标，拆解出目的态度、思想表现、组织纪律、野外记录、内容掌握、操作技能、综合能力等9个二级评价指标，构建实习效果综合评价体系。运用层次分析法(AHP)确定各指标权重，结合4个实习小组28名学生三次现场实践的评分数据开展实证分析，计算学生个体及各小组的实习综合得分，剖析实习教学中存在的指标表现差异与小组发展不均衡问题。研究结果表明，专业素质是水文地质实习效果评价的核心指标，操作技能、野外记录等二级指标的学生表现呈明显分化特征；各实习小组中第二小组综合表现最优，第三小组整体表现相对薄弱，第四小组存在个体发展两极分化问题。基于成果导向教育(OBE)、建构主义学习理论、多元智能理论阐释结果成因，从教学内容优化、实操训练强化、评价机制完善等方面提出针对性教学优化策略，为地质工程专业水文地质实习教学模式的持续改进提供数据支撑与实践参考。

Abstract: Hydrogeological practice is a core link connecting theoretical knowledge and engineering practice in the undergraduate teaching of the Geological Engineering major. The effectiveness of reforms in teaching methods, teaching content and practice routes urgently needs to be verified by a scientific and long-term evaluation mechanism. To accurately measure the quality of practical teaching, this paper takes the hydrogeological practice of the Geological Engineering major at Suzhou University as the research object. Three first-level evaluation indicators, namely ideological style, professional quality and practice effectiveness, are selected, and nine second-level evaluation indicators are decomposed, including learning objective and attitude, ideological performance, organizational discipline, field recording, content mastery, operational skills and comprehensive ability, so as to construct a comprehensive evaluation system for practice effectiveness. The Analytic Hierarchy Process (AHP) is used to determine the weight of each indicator. Combined with the scoring data of three field practices of 28 students in 4 practice groups, an empirical analysis is carried out to calculate the comprehensive practice scores of individual students and each group, and to analyze the problems of differences in indicator performance and unbalanced group development in practical teaching. The results show that professional quality is the core indicator for evaluating the effectiveness of hydrogeological practice, and students show obvious differentiation in second-level indicators such as operational skills and field recording. Among all practice groups, the second group has the best overall performance, the third group has relatively weak overall performance, and the fourth group has the problem of polarized individual development. Based on Outcome-Based Education (OBE), Constructivist Learning Theory and Multiple Intelligences Theory, this paper explains the causes of the results, and puts forward targeted teaching optimization strategies from the aspects of optimizing teaching content, strengthening practical operation training and improving the evaluation mechanism, so as to provide data support and practical reference for the continuous improvement of the hydrogeological practice teaching mode of the Geological Engineering major.