Reforming the Management System of Engineering Practice Courses for High Education

Abstract

Engineering practice courses serve as the core vehicle for universities to cultivate undergraduates’ ability to “solve complex engineering problems”. However, the traditional model is plagued by issues such as short practice cycles, outdated content, over-reliance on reports for assessment, and insufficient communication between teachers and students, making it difficult to meet the demand for innovative talents. In 2022, the Ministry of Education advocated for “the integration of industry and education, and the integration of science and education”. Drawing on this, this paper explores relevant reforms: integrating the undergraduate tutorial system with two-level supervision (university and faculty) and student feedback; achieving the integration of industry, academia, and research through teaching by off-campus experts and decomposing scientific research projects into four annual sub-topics; embedding real projects, advancing four-year practice under the “project team leader responsibility system”, and adopting assessment that combines process and results. These reforms have enhanced the effectiveness of practical teaching, promoted universities to shift from “teaching-oriented” to “learning-centered” education, and helped cultivate innovative engineering talents capable of meeting industrial needs.