Practice of Knowledge Presentation in Tunnel Engineering Teaching (70234)

Session Information: Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Chengeto Chaderopa

Saturday, 25 November 2023 10:00
Session: Session 1
Room: Room A (Live Stream)
Presentation Type: Live-Stream Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

High education situation is increasingly challengeable. The courses in traditional fields would surfer more squeeze from the changing environment. The teaching style should accordingly be robust and more favorable to student knowledge acquisition. Here is the practice of knowledge presentation in Tunnel Engineering teaching at Chang’an University in China. The presentation style is part of the course design, with the considerations of the features of the course content and experiences. The contents consist of the knowledge sections related to both the foundations to Tunnel Engineering and major professional knowledge, including the planning, design, construction, operation and management of tunnels and underground structures, respectively. To be favorable to the student-centered procedure, the course presentation is systematically designed in terms of specified knowledge points, such as, concept, information or facts, experiences, theory and principle. Each of the knowledge points is presented in a progressive and flexible mode in terms of learning content and complexity. The efficiency and robust of the knowledge presentation are checked by student learning result evaluation, with the indexes of the student’s knowledge learning levels. The practice results indicate that: (1) students are skillful to obtain course information, but most of them are frequently confused in information sampling, concept and knowledge system developments; (2) course instructors should focus on the presentation of key concepts, the connections of the knowledge points, student’s learning skill and capacity development; (3) adequate evaluation and active motivation are necessary and favorable to student self-enhancement and knowledge building metacognitively.

Authors:
Jianqin Ma, Chang'an University, China


About the Presenter(s)
Professor Jianqin Ma is a University Assistant Professor/Lecturer at Chang'an University in China

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00