Discussion on Student-oriented Progressive Case Teaching Method

Discussion on Student-oriented Progressive Case Teaching Method

introduce

Engineering Valuation and Management is a practical course. Because the teaching content involved in this course is mainly quota and quota algorithm, it is not flexible and practical. How to improve the teaching effect of this course so that students can complete the compilation of project cost documents without training or a little training after graduation has become the key to the success of this course.

1 common problems in current engineering evaluation and management teaching

As one of the core courses of engineering management, engineering evaluation and management have great differences in teaching in different universities. According to the teaching of this course, through investigation, we know that there are the following problems in the teaching of this course.

First of all, the teaching focus is not uniform. As a main course of engineering management, different universities, different teachers, courses and teaching methods are different. Some schools are mainly software; Some schools mainly focus on budget estimates and pay less attention to the preparation of other expense documents. Different teaching content settings lead students to face different problems in practical work. If you only teach software applications, students don't know the calculation principle, but only know how to operate the software, which leads to students' inability to explain the source of data, that is, they are not qualified to compile, adjust and audit the cost documents. Secondly, the teaching content is not set properly. Engineering valuation and management is a practical and theoretical course. Its theory is mainly quota principle. If there is no valuation principle, valuation will become a tree without roots. Bill of quantities valuation will be the future reform trend. The bill of quantities valuation emphasizes the "personality" of the enterprise, and the quotation reflects the personality of the enterprise. Under the trend of industry development and reform, if students don't understand the principle of quota at all, they can't be competent for the preparation and adjustment of enterprise quota, can't successfully complete the bidding, quotation, explanation and settlement of enterprises, and can't complete the demanding work such as changing pricing and claiming compensation. Third, the teaching method is out of line with the curriculum requirements. Many teaching methods still use the traditional example teaching method. This method can certainly strengthen the understanding of this knowledge point, but the shortcomings are also obvious. Many students do exercises, but they are not competent for the calculation of actual engineering quantity, because the specific engineering calculation price or engineering quantity may encounter various actual situations that are not involved in teaching examples, and how to deal with them has become a difficult problem for students. This requires us to reform teaching methods and improve students' ability to deal with emergencies and solve practical problems. Fourthly, the traditional teaching methods have obvious defects in practical and operational courses. If students only passively accept it, they can't actively participate. Even if the homework is only a hypothetical case, it can't be fully trained. Moreover, due to the lack of practical engineering experience, students' knowledge about engineering is only book knowledge, lacking the necessary perceptual knowledge of engineering practice and systematic drawing training, and unable to fully understand engineering drawing. Fifth, the assessment model can not achieve the teaching objectives. Most colleges and universities use the assessment model of "usual grades+final grades" to assess students. Among them, homework and attendance are common phenomena in peacetime, and all students' homework is the same, which is easy to copy from each other and fails to achieve the purpose of training and assessment. Therefore, it is necessary to reform the evaluation model and realize its diversification.

From the above summary, it can be seen that how to improve the teaching effect, especially for application-oriented universities, how to enhance students' understanding of knowledge points and improve students' flexible learning and application ability has become a very realistic topic. In this regard, the teaching team of Shanghai University of Electric Power has made active explorations.

2. Comprehensive attempt of teaching reform

For this course, many teachers have also carried out teaching reform and teaching exploration. Chen Hui adopted the case teaching mode of whole process progressive. The teaching team of engineering appraisal and management in our school has also carried out all-round teaching reform and exploration, and achieved good results. Our reform has defined the teaching objectives of the course by repositioning the course. In order to achieve this teaching goal, we have reformed and tried teaching methods and course assessment methods. The specific reforms include the following aspects.

2. 1 Reform the orientation of this course, comprehensively consider the orientation of the school and the market demand for talents, and define the teaching objectives and tasks of this course.

According to the determined teaching objectives, adjust the teaching content to meet the market demand for talents. First of all, combined with the orientation of Shanghai University of Electric Power as an applied technology university, the teaching objectives were reformed. The orientation of this course is also "application+technology". Considering the employment demand and the cultivation of applied talents and innovative talents, the course is positioned as applied skills training and technical training. The cultivation of applied skills is mainly reflected in the cultivation of students' knowledge application ability, and the training of applied parts is strengthened in the teaching process. In the course content setting, on the basis of emphasizing students' understanding of the cost principle, it emphasizes the cultivation of the ability of compiling cost documents. Regarding the "cost" part of the cost document, students' manual calculation ability is emphasized, and at the same time, the learning of cost software is taken into account. Considering the technical needs of future development, we should strengthen the technical training for students, so that students can have certain innovative ability. This is mainly reflected in the understanding and mastery of valuation principles and methods. At the same time, combined with the demand for comprehensive talents in the future engineering field, we will strengthen the theoretical foundation of students and create conditions for adapting to the future cost reform. The basic theory of this course is the understanding and mastery of quota principle and the compilation of cost documents. The trend of cost reform is to adopt bill of quantities valuation method, and the use effect of bill of quantities depends on the quality of each enterprise's own quota preparation. If students don't understand the principle of quota, how can they be competent for the compilation and revision of enterprise quota? Therefore, when we are reforming, we should consider the needs of long-term development in the future and strengthen students' understanding and mastery of quota compilation and quota principle.

2.2 *** teaching * * learning+student-led progressive case teaching mode combined with teaching purposes, we have reformed the teaching methods.

* * * teaching * * * learning+student-led teaching mode. In order to improve the teaching effect, the teaching mode of all teachers has been changed, and students have changed from passive acceptance to active participation. Adopt the teaching mode of "teachers and students * * * teaching * * learning+students leading". The so-called * * * teaching * * learning means that teachers and students complete teaching and learning of different contents respectively. The teacher teaches the basic theory, the key and difficult points of engineering quantity calculation; Students teach the calculation part of engineering quantity. The student-led teaching mode is a student-led teaching mode of engineering quantity calculation, and students are "responsible" for the teaching, use and case defense of knowledge points. In order to improve the teaching effect of students, teachers should first explain some key points and difficulties of the upcoming engineering quantity calculation. Then the students calculate the engineering quantity of the actual project according to this, and finally the students give lectures and defense. Students are required to explain the knowledge points and cases of engineering quantity calculation and make a defense. Highlight students' dominant position in learning.

Case teaching mode. In teaching, the actual project is taken as a case, and the case teaching mode is adopted. Divide the students into different groups, and each group takes different projects as examples. In the teaching process, we divide the students into 10 groups, and each group has a villa project, including a full set of drawings and explanatory materials of the villa. In fact, in practice, the whole class can also consider using the same set of drawings and the same project as a case. These two methods have their own advantages and disadvantages. Using different drawings can prevent students from hitchhiking, that is, to prevent some groups from doing nothing or only doing part, and then copying the results of other groups, so different groups use different drawings when we pilot. Using different drawings also has its advantages. For the same calculation content, different engineering situations are different. Students can encounter various situations, and they can ask questions according to their own situations when defending, so that students can exercise their ability to analyze and solve problems and use what they have learned flexibly in the training process, just like in actual work. Similarly, if the whole class adopts the same set of drawings and the same project, the whole class can judge whether the calculation is correct when defending.

Reform the way students participate. It is no longer a simple mode of teachers asking questions and students answering them. Instead, it adopts a student-led approach. Students participate in three modules: the first is that each group is responsible for explaining part of the knowledge of engineering quantity calculation and explaining the case calculation of this group. In the part of engineering quantity calculation, each team is responsible for explaining some engineering quantity calculation with their own engineering examples. The content of the explanation includes the explanation of terms (the explanation of related professional terms), the basic principles and methods of this part of engineering quantity calculation, the specific knowledge points used in the calculation of their own examples, and the calculation process of their own examples. Second, each group draws lots to determine a cross group. The so-called cross group is to complete the calculation of the part to be explained by the speaker while completing the engineering calculation of this group, and serve as the main question group when the speaker defends. Thirdly, other groups combine the explanations of the speaker group and their own group's project questions, and score the speaker group according to their explanations and answers. In order to improve students' participation, it is stipulated that each group must ask questions when defending other groups, and the main group and cross-group are graded separately.

2.3 The reform of performance evaluation methods combined with the reform of teaching methods, we carried out the reform of performance evaluation methods.

Adjust the ratio of usual grades to final grades. In order to improve the enthusiasm of students to participate, we will adjust the proportion of usual grades to 50%. In the future, with the further promotion of reform and the deepening of students' participation, it is expected that the proportion of usual grades will be further adjusted.

Change the evaluation method of usual grades. In order to highlight the student-led position, the usual performance is no longer a simple assessment model based on attendance, classroom performance and homework. Instead, it emphasizes students' participation in the usual performance evaluation model. Usually the grade consists of two parts: teacher evaluation and student evaluation, and the proportion of the two parts can be determined according to the actual situation. In the process of our operation, students account for 70%. This setting is mainly to improve the enthusiasm of students to participate and increase the objectivity of their usual grades. In the student evaluation part, the performance of the whole group and each student is graded according to the comprehensive situation of the teaching group's explanation quality, the correctness of calculation, the quality of PPT courseware making and the performance of individual defense. At the same time, grade the assigned cross-group questions.

3 reform effect and conclusion

This teaching reform scheme first solves the problem of setting the teaching focus, and sets the teaching focus and content in combination with the examination content of registered cost engineer; At the same time, according to the training goal of application-oriented specialty, the teaching method of standard cases is changed, and the engineering quantity calculation and construction drawing budget of the whole project are completed by taking the actual engineering project as an example. At the same time, in the calculation of engineering quantity, it is a student-centered way to change the teacher's whole-process lecture mode and flip the classroom. Through these reforms, on the one hand, the knowledge structure of students has been improved, making it more in line with the needs of employment; On the other hand, through engineering examples, students' understanding of knowledge and their ability to learn and use flexibly are improved.

The teaching reform scheme has been tried for 5 years, and many students have graduated and engaged in engineering evaluation related work. Through talking with graduates and their employers, we know that this method has achieved the following remarkable results. Students' ability to understand and integrate cost knowledge is greatly enhanced. Our course is set in the next semester of junior year. On the eve of employment in senior year, many students took the qualification examination of cost engineers. Students reported that they benefited from intensive training in the course of reviewing exams, which reduced the intensity of review. Basically, all the students who took the exam passed and got the qualification certificate of cost engineer. The time for students to start working is greatly shortened. Compared with graduates from other schools, graduates from this school can prepare cost documents as early as possible. Students who graduated from some schools have strong software application ability, because they have only studied cost software at school and have a poor understanding of cost principle. They don't even know how the data behind the software is obtained, and they can't explain and adjust the cost documents. In contrast, the graduates of this school can better understand, modify and explain the cost documents. Through this teaching reform, students' comprehensive ability has been cultivated. For example, through group division of labor and mutual assistance, improve students' sense of teamwork and division of labor, and improve their sense of responsibility; Through course defense, students' adaptability and communication ability are exercised, and students' understanding of knowledge and flexible application of knowledge are strengthened; Through the teaching of practical engineering cases, students' ability to read drawings is exercised, so that students can get in touch with real engineering drawings earlier and understand them correctly. At the same time, the preparation process of cost documents can be arranged reasonably to avoid the embarrassment that students are confused as soon as they get the drawings.

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