Innovative Teaching Model and Practice of “Steel Structure Design” Based on the Strategy of “Vertically and Horizontally”
DOI:
https://doi.org/10.61360/BoniCETR252019161203Keywords:
teaching research, steel structure design, vertically and horizontally, three - time evaluation and feedback mechanism, Chaoxing learning platformAbstract
With the rise of the steel structure industry and the requirements of course ideology and political construction as well as innovation and entrepreneurship education, an online teaching course was created with the help of Internet technology to promote the reform of the traditional classroom teaching model of “Steel Structure Design.” The teaching team innovatively proposed the “Vertically and Horizontally, Spiral Improvement” teaching model and a transparent “Three - time Evaluation and Feedback” mechanism, and gradually carried out teaching practice. By comparing and analyzing the effects of four teaching models, the superiority of this innovative teaching model and evaluation mechanism is preliminarily demonstrated, which has a certain exemplary effect.
References
An, Y., et al. (2019). Practice and research on experimental teaching of steel structure design course. University Education, 2019(11), 54–56.
Jia, D., & Liu, W. (2010). Preliminary exploration of simulation practice teaching of steel structures. Supplement to Steel Structures, 25(141), 909–912.
Jia, D., et al. (2009). Preliminary practice of audiovisual bilingual teaching in steel structure course. Journal of Anhui University of Technology, 26(2), 133–134.
Jia, D., et al. (2014). Reform of teaching model for steel structure course design. Supplement to Steel Structures, 29(193), 831–834.
Li, F., & Tian, C. (2011). Discussion on practical teaching methods for steel structure design course. Higher Architectural Education, 20(1), 135–137.
Shao, J., et al. (2020). Teaching reform and practice of “Steel Structure Design” course under the background of professional accreditation. Education and Teaching Forum, 3(12), 136–137.
Tang, W., & Guan, X. (2025). The logic, difficulties, and strategies of embedding emotional sociology into ideological and political courses: An analytical framework based on the “emotion–society” double helix structure. Educational Theory and Practice, 45(27), 43–49. https://doi.org/CNKI:SUN:JYLL.0.2025-27-008
Wang, Q. (2015). Universities facing MOOCs: Opportunities and challenges. China Higher Education, 2015(24), 7–8.
Zhao, B., & Zhao, D. (2018). Teaching reform of steel structure design course based on engineering-oriented talent cultivation. Higher Architectural Education, 27(2), 72–75.
Zhao, J., Zhang, Y., Zhang, L., et al. (2025). Integration of science education and ideological education: Teaching construction and educational practice exploration of “Cell Biology” undergraduate course at the University of Chinese Academy of Sciences. Progress in Biochemistry and Biophysics, 1–9. https://link.cnki.net/urlid/11.2161.Q.20250924.1712.008
Published
Issue
Section
License
Copyright (c) 2025 Dongyun Jia, Qinglin Tao, Weiyun Liu, Chenxiao Zhang, Quanwei Liu, Yuan Fang
This work is licensed under a Creative Commons Attribution 4.0 International License.
