Teaching Mode of Highway Engineering Budget Course

Teaching Mode of Highway Engineering Budget Course Based on the Integration of Theory and Engineering Practice

Xiaoqin Yao

Fuzhou University Zhicheng College

Abstract: In view of the many concepts, strong practicality and short class hours of Highway Engineering Budget, this paper summarizes the problems existing in the existing teaching process, and puts forward a teaching mode based on the integration of theory and engineering practice. Student-centered, engineering practice runs through the whole course, stimulating students’ interest in autonomous learning and their engineering ability to prepare budget documents, so as to meet the training objectives of applied talents and social market demand. Keywords:Highway Engineering Budget; Engineering practice; Teaching reform DOI: 10.47297/wspiedWSP2516-250018.20220605

1. Introduction

Highway Engineering Budget is a required course for the fourth-grade students majoring in civil engineering in our college. Due to the many concepts of this course, it is closely related to the advanced courses such as road survey and design, subgrade and pavement engineering, bridge engineering and civil engineering construction, and it is highly practical. However, the schedule of class hours is less, so how to make students meet the training objectives of the school and the standards of social talent demand in a limited class hour. For this reason, some college teachers have also proposed the reform of the teaching mode of this course [1-6]. On the basis of summarizing the problems existing in the teaching process, this paper puts forward a teaching mode based on the integration of theory and engineering practice to improve students’ autonomous learning ability and engineering application ability.

About the author: Xiaoqin Yao (1985-10), Female, Han nationality Native place: Nanping Songxi, Fujian, Department of Civil Engineering, Professional title: Lecturer Master degree, Research direction: Subgrade engineering、Cost.

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Journal of International Education and Development Vol.6 No.5 2022

2. Problems in the T eaching Process

(1) Teachers are the main and students are the supplementary

The time of the course of Highway Engineering Budget is 24 hours, including 16 hours in theory and 8 hours in experiment. This course is rich in content and wide in scope, involving economy, project management, road structure, construction and other fields. Because students are exposed to economic courses for the first time, teachers are afraid that students will be difficult to digest conceptually, and the theoretical part mainly focuses on teachers’ penetrating explanations. Although the experiment adopts special training, it still focuses on teachers’ lectures and demonstrations, and students follow the operation, lacking opportunities for students to think. Students only know what it is, but do not know why about software. After studying, they can not independently complete the budget work of simple projects to meet the market demand.

(2) Shortage of teaching resources

Since the implementation of the new standard, the update of teaching materials is slow, and there are no suitable teaching materials for use. If students buy standard, it will be expensive and impractical. In addition, no relevant information can be found in shared platforms such as Love Class. Students’ learning sources are only some scanned copies of old textbooks, Budget Preparation Methods for Highway Engineering Construction Projects (JTG 3830-2018), Highway Engineering Budget Quota (JTG/T 3832-2018), courseware and budget videos compiled by software companies, which are lack of systematicness and messy to learn.

(3) Students’ learning state is poor

The course of Highway Engineering Budget is for senior students. Students at this stage mainly focus on postgraduate entrance examination and job hunting, and some students do not pay attention to class, so their attendance rate is low. Of course, the main reason is still the lack of teaching methods, which fails to arouse students’ enthusiasm and reflect students’ central position.

To sum up, students’ concept is not clear, and they still have no way to prepare the actual project budget documents. In view of this, it is imperative to put forward a teaching mode of combining theory with engineering practice to stimulate students’ interest and improve their active thinking and learning ability.

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