知识图谱赋能工程力学课程体系重构机理探究

Research on the Mechanism of Knowledge Graph Empowering the Reconstruction of Engineering Mechanics Curriculum System

摘要: 工程力学是土木工程、安全工程、水利工程等众多工科专业的先导性基础课程，兼具理论严谨性、逻辑系统性与工程实用性。传统章节化教学模式存在教学逻辑碎片化、理实衔接不紧密、教学资源零散、考核评价单一等问题，难以培养学生系统的力学思维与综合工程分析能力。为打破课程教学的痛点、推进课程数字化提质升级，本文以工程力学课程为研究对象，系统分析传统教学体系的现存问题，界定教学型知识图谱的课程适配内涵，从教学逻辑、教学内容、教学资源、教学模式四个维度，深入阐述知识图谱赋能课程体系重构的内在适配机理。为新工科背景下工科基础课程的数字化、体系化教学改革提供理论参考。

Abstract: As a foundational prerequisite course for numerous engineering majors including civil engineering, safety engineering and hydraulic engineering, Engineering Mechanics features rigorous theories, systematic logic and strong engineering practicability. The traditional chapter-based teaching model suffers from fragmented teaching logic, insufficient integration of theoretical knowledge and engineering practice, scattered teaching resources and simplistic assessment systems, which fail to cultivate students’ systematic mechanical thinking and comprehensive engineering analysis capabilities. To address prominent bottlenecks in curriculum teaching and advance the digital upgrading of teaching quality, this paper takes the Engineering Mechanics course as the research subject. It systematically analyzes existing drawbacks of the conventional teaching system and defines the curriculum-adaptive connotation of teaching-oriented knowledge graphs. Furthermore, the internal adaptive mechanism through which knowledge graphs facilitate curriculum system reconstruction is elaborated in depth from four dimensions: teaching logic, teaching content, teaching resources and teaching modes. This research provides theoretical references for the digital and systematic teaching reform of fundamental engineering courses under the emerging engineering education framework.