教育数字化背景下《工程测量》课程知识图谱构建与教学应用

Construction and Instructional Application of a Knowledge Graph for the “Engineering Surveying” Course in the Context of Educational Digitalization

摘要: 在教育数字化推动本科课程知识体系与教学模式变革的背景下，《工程测量》课程传统章节式知识组织难以有效贯通基础原理、先进技术与工程应用，线上资源、实践任务与能力评价之间也缺乏系统关联。本研究依托一流本科课程建设基础，按照“基础认知–方法形成–技术演进–场景迁移”的逻辑重新组织课程内容，形成基础理论、基本方法、先进技术和工程应用四个递进模块，建立“课程–知识模块–知识主题–知识单元–知识点”五级知识结构。在此基础上，构建由知识图谱、问题图谱和能力图谱为主体，目标图谱、思政图谱和岗位能力图谱协同支撑的多图谱课程组织体系，并将其融入线上自主学习、线下工程任务实施和学习评价过程。研究形成了面向工程类课程的知识组织、任务设计、能力培养和教学评价一体化实施路径，为课程知识图谱建设、多图谱协同应用及数字化教学改革提供参考。

Abstract: Educational digitalization has created new demands for reconstructing curriculum knowledge systems and teaching approaches in higher education. In the “Engineering Surveying” course, traditional chapter-based knowledge organization makes it difficult to integrate fundamental principles, advanced technologies, and engineering applications. Moreover, the connections among online resources, practical tasks, and competency assessment remain insufficient. Based on the development of a first-class undergraduate course, this study reorganizes course content according to the progressive logic of “fundamental cognition - method formation - technological evolution - scenario transfer.” Four progressive modules, including fundamental principles, basic methods, advanced technologies, and engineering applications, are established, and a five-level knowledge structure of “course - knowledge module - knowledge theme - knowledge unit - knowledge point” is constructed. Furthermore, a multi-graph-based curriculum organization framework is developed. The framework takes the knowledge graph, problem graph, and competence graph as core components, with the goal graph, ideological-political education graph, and occupational competence graph as supporting components. The framework is integrated into online autonomous learning, offline engineering tasks, and learning assessment. This study proposes an integrated pathway that connects knowledge organization, engineering task design, competence development, and teaching evaluation, providing practical references for course knowledge graph construction, multi-graph collaborative application, and digital teaching reform in engineering curricula.