工程制图CAI课件的开发与应用

从图、文、动画、声音、操作界面等方面阐述了工程制图CAI课件的制作情况,经使用该课件能够很好的满足现代化教学的需要,提高教学质量,为制图课的教学改革提供了必要的条件,将有力推动教育现代化建设的发展.     

水质工程学课程教学质量评价调查分析

通过两次的问卷调查发现,不同学生的学习习惯、学习爱好是不同的,在教学中尽量针对不同特性的学生调整教学方式方法,因材施教,从而提高学生的学习积极性和创新思维能力。     

基于学生竞争能力培养的工程经济学课程改革研究

工程经济学是工业工程专业必修的一门综合性很强的专业基础课。本文通过对用人企业的调查,以提高学生就业竞争力为目的,分析课程体系设计中的不足并提出相应的教学方法改进措施。     

土木工程材料双语教学的探索与思考

土木工程材料是土木工程及相关专业必修的专业基础课,为促进其双语课程的开展,文章结合教学的实际情况,针对教材、教学方法和考核方式进行了探讨,并对存在的问题和不足进行了总结分析。     

浅谈可行性研究阶段的价值管理

价值管理是提高建设工程项目可行性研究的质量和深度以及全面实现建设工程项目的价值,使得客户的价值、项目的价值、项目其他利益相关者的价值最大限度地统一起来的重要手段之一。本文从价值管理在建设工程项目可行性研究阶段应用的意义以及对可行性研究报告的主要内容要求入手,结合实际工作简单阐述了可研阶段价值管理的重要性。     

民族高校“新工科”复合型师资建设方案探索

随着“新工科”建设理念的提出,如何有效地开展新时代工科交叉复合型师资建设成为实现“新工科”目标的关键之一。推进师资队伍建设能够加快工科教育改革中各个不同环节的实施进程,并为“新工科”建设提供人才保障和原动力。本校建设满足“新工科”改革需求的师资队伍,需要在确立改革建设的创新性指导思想的同时,切合民族背景特色调整改革的各项实施内容,从强化师德师风建设、注重培养教师的新时代专业素养能力上着眼,探索完善“新工科”背景下复合型师资团队建设方案,确保“新工科”专业建设有效开展。     

Geotechnical behavior of the MSW in Tianziling landfill

INTRODUCTIONTheTianzilingwastelandfillbuiltin 1991toproperlydisposeofmunicipalsolidwaste(MSW)hasadesignedservicelifeof13years.Itwasfilledstagebystageatthebeginningoftheelevationof 50 .5m .Bynow ,thelandfillhasreachedthelevelof 10 2 .5m ,whichex ceedst…     

Students understanding and participation using ULearn: dynamics case

In this paper, ULearn (University of Surrey learning on-line) and e-learning techniques are used to enhance the students’ understanding and participation in Dynamics modules for an undergraduate programme in the School of Engineering, University of Surrey. The Dynamics modules are taught at Levels 2 and 3 and contain several mechanisms and vibrating systems. The modules consist of several chapters, each of which has its own folder, or content file, in ULearn. In addition to the discussion board and chat room, on-line simulations have been made available and integrated within ULearn. In order to evaluate students’ understanding and encourage the student participation in ULearn, timed on-line assessments, in the form of multiple-choice quizzes, have been designed. The feedback of the students has indicated that the use of ULearn was of great help to improve their understanding of the Dynamics modules.     

Peer Assessment Learning Sessions (PALS): an innovative feedback technique for large engineering classes

This paper reports the development of innovative assessment sessions within two core technical courses in Civil Engineering at the University of Queensland. Peer Assessment Learning Sessions (PALS) facilitate a student's peer assessment of a colleague's problem-based learning assignment or tutorial within a ‘traditional’ whole-class setting, under guidance from the lecturer. The assessment is carried out against worked solutions, with a template marking scheme. Following the class, submissions are reviewed by the lecturer and marks moderated if required. In combination, the review and the PALS provide very clear indication where the class or individuals have misconceptions, and where knowledge is below required criteria. This enables the lecturer to provide an accurate synthesis of these points to the class. Students obtain summative feedback, individual formative feedback and whole-class formative feedback within a few days of submission. This significantly improves student's self-reflection and their review of class material. Feedback is very positive and demonstrated here through the presentation of anonymous survey results. PALS address the challenge of providing frequent, efficient and timely assessment for large classes of 100–200+students while simultaneously enabling and providing high quality formative feedback.     

An evaluation of the impact of a Year in industry scheme

This paper reports a survey of the progress of participants in a year in industry scheme for A’ level graduates in the UK typically aged 18/19. The scheme involves spending a supervised year in industry prior to a degree programme in engineering. The evidence shows that the year in industry: has a beneficial effect on the degree classification of the academically weaker participants, but little effect on the stronger; encourages all participants to take up further study; provides participants with a more positive picture of industry and engineering; but does not provide greater motivation to enter industry; provides greater financial remuneration in the world of work than would otherwise be the case. These results can be interpreted in terms of the way young people weigh the benefits of different career paths. Our hypothesis is that this involves moving to situations where they are more likely to be treated as adults.