基于注册岩土工程师执业导向的《土力学与基础工程》课程教学模式构建与实践

Construction and Practice of a Teaching Model for Soil Mechanics and Foundation Engineering Oriented toward the Professional Practice of Registered Geotechnical Engineers

摘要: 本文以注册土木工程师(岩土)执业能力为导向，针对《土力学与基础工程》课程教学中职业导向不足、工程案例缺乏及规范应用训练薄弱等问题，构建了“职业导向–案例驱动–规范引领–能力提升”的课程教学模式。通过对注册岩土工程师执业能力与课程内容的对应关系进行分析，将执业资格要求融入教学全过程，并在重庆科技大学开展教学实践。采用对比分析与问卷调查相结合的方法，对改革前后教学效果进行评价。结果表明：综合分析题平均成绩由62.3分提高至71.5分，优秀率由18.6%提升至34.2%；规范使用率由25%提升至68%，计算满分率由12.4%提升至28.7%。问卷调查显示，87.5%的学生认为学习目标更加明确，84.8%的学生学习兴趣明显提高，82.1%的学生职业认知得到增强。研究表明，该教学模式能够有效提升学生工程分析能力、规范应用能力及职业认同感，实现了课程教学由知识传授向能力培养的转变，具有较好的推广应用价值。

Abstract: Guided by the professional competence requirements of Registered Civil Engineers (Geotechnical), this paper constructs a novel teaching model characterized by “career orientation, case-driven learning, code-led practice, and competence enhancement”. This model aims to address current deficiencies in the teaching of Soil Mechanics and Foundation Engineering, such as inadequate career orientation, a lack of engineering cases, and weak training in the application of engineering codes. By analyzing the mapping relationship between professional competencies and course contents, the professional qualification requirements are integrated into the entire teaching process. The teaching practice was subsequently conducted at Chongqing University of Science and Technology. A combination of comparative analysis and questionnaire surveys was employed to evaluate the teaching effectiveness before and after the reform. The results indicate that the average score for comprehensive analysis questions increased from 62.3 to 71.5 points, with the excellence rate rising from 18.6% to 34.2%. Additionally, the application rate of engineering codes surged from 25% to 68%, and the perfect score rate in calculations improved from 12.4% to 28.7%. Furthermore, the questionnaire survey reveals that 87.5% of students reported having clearer learning objectives, 84.8% showed a significant increase in learning interest, and 82.1% demonstrated enhanced professional awareness. The study concludes that this teaching model effectively enhances students’ engineering analysis skills, code application abilities, and professional identity. It successfully facilitates the transformation of course teaching from mere knowledge transmission to competence cultivation, demonstrating significant value for broader promotion and application.