高质量发展背景下地方高校土木工程专业力学类课程多情景协同教学路径探索

Exploration of Multi-Scenario Collaborative Teaching Paths for Mechanics Courses in Civil Engineering Majors at Local Universities under the Background of High-Quality Development

摘要: 社会建设的高质量发展促使土木工程行业向绿色化、智能化方向加速转型，新工科建设与卓越工程师培养计划对地方高校工程人才培养提出了更高的要求。针对土木工程专业力学类课程普遍存在教学割裂、情景单一、理论与实践脱节、评价体系僵化等痛点，依托前期“三融合、三课堂、三评定”教改实践成果，融合OBE教育理念与产教融合育人思路，以材料力学、结构力学、工程地质与土力学三门核心主干课程为载体，探索多情景协同教学实施路径。通过文献研究、实践调研、对比验证等方法开展研究，实地走访本地多家建筑、设计及勘察企业与调研在建工程项目，梳理行业岗位对力学知识与实践能力的真实需求，以此反向优化教学内容、整合四类教学场景、完善多元化过程评价体系，搭建贴合地方高校办学实际、可落地易推行的协同育人模式。研究表明，多情景协同教学较好解决了力学类课程教学痛点，提升学生工程实践能力与综合素养，为地方高校工科课程群教学改革提供实践参考，助力土木工程专业高素质应用型卓越工程人才培育。

Abstract: The high-quality development of social construction has accelerated the transformation of the civil engineering industry towards green and intelligent directions. The construction of New Engineering and the Excellent Engineer Training Program have put forward higher requirements for engineering talent cultivation in local universities. Addressing the common pain points in mechanics courses for civil engineering majors, such as teaching fragmentation, singular scenarios, disconnection between theory and practice, and rigid evaluation systems, this study builds upon the preliminary teaching reform achievements of “Three Integrations, Three Classrooms, Three Assessments”. Integrating the Outcome-Based Education (OBE) concept with the industry-education integration approach, it takes three core courses—Mechanics of Materials, Structural Mechanics, and Engineering Geology & Soil Mechanics—as carriers to explore the implementation path of multi-scenario collaborative teaching. The research employs methods including literature review, practical investigation, and comparative verification. Through field visits to multiple local construction, design, and survey enterprises and investigation of ongoing engineering projects, the study identifies the real-world requirements of industry positions for mechanics knowledge and practical skills. These insights are used to backwards design teaching content, integrate four types of teaching scenarios, and improve a diversified process evaluation system, thereby establishing a collaborative education model that aligns with the reality of local universities and is feasible and easy to promote. The research indicates that multi-scenario collaborative teaching effectively addresses the pain points in mechanics course instruction, enhances students’ engineering practical abilities and comprehensive competencies, provides a practical reference for the teaching reform of engineering course clusters in local universities, and contributes to the cultivation of high-quality, application-oriented, excellent engineering talents in civil engineering.