


































Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 8, No. 2, 2025 

www.scholink.org/ojs/index.php/grhe 

18 

 

Original Paper 

Reform of Teaching Mode in Higher Education Institutions 

under the Background of New Engineering 

Huaken Zhang
1*

, Ziming Qiu
1
, Lijuan Chen

1
, Xiaoxiao Sun

1
, Qun Liu

1
 & Qingchi Zhang

1
 

1
 Qingdao City University, Qingdao, China 

*
 Zhang Huaken, E-mail: 958064480@qq.com 

 

Received: January 5, 2025     Accepted: January 16, 2025   Online Published: March 19, 2025 

doi:10.22158/grhe.v8n2p18            URL:http://dx.doi.org/10.22158/grhe.v8n2p18 

 

Abstract 

New Engineering refers to majors established in higher education institutions based on the new 

economy and emerging industries. With the rapid development of technology, the education sector has 

also undergone unprecedented changes. In order to promote the high-quality development of education, 

enhance students’ practical abilities, and effectively implement the fundamental task of cultivating 

morality and talents. As educators, we deeply understand that innovation is an important force driving 

the development of education. Therefore, in order to promote the construction of the “four new” 

curriculum in schools, we have launched a “three-stage” (pre class preparation, in class 

communication, and post class practice) practical teaching mode for the course of “Soil Mechanics 

and Foundation Engineering”, aiming to explore how to improve the quality and effectiveness of 

teachers’ teaching and students’ engineering practice experience. 

Keywords 

Three paragraph structure, Engineering practice, Practical teaching 

 

1. Course Background and Objectives (Teaching Problems and Solutions)  

With the development of the economy, the demand for talents in new occupations is constantly 

changing. As a carrier of talent cultivation and scientific and technological development, disciplines 

must adapt to this development through innovative reforms to meet the social demand for talents. In 

response to the development needs of emerging engineering education and to gain a strategic 

commanding height in the future global innovation centers, there is an urgent need to cultivate a large 

number of innovative talents in emerging engineering fields. At the same time, domestic universities 

generally face problems such as weak on-campus practical teaching links, a disconnect between the 

knowledge taught in courses and engineering requirements, insufficient practical experience of teachers, 



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and poor effectiveness of enterprise internships (Lu, L., Liu, P., Lu, L. etc., 2021, pp. 215-218, p. 231). 

These issues do not meet the strong demand of the current and future environmental engineering 

industry for high-quality composite talents with strong innovative awareness and engineering practice 

capabilities. Therefore, centering on the connotative characteristics of the construction and 

development of “emerging engineering education”, developing engineering education that “returns to 

engineering practice”, strengthening the practical awareness and professional skills training of 

engineering students, and exploring the development model of capabilities have become an urgent task 

(Zeng, L. L., Wang, Y. J., Bian, X. etc., 2023, pp. 92-96). Students are expected to master the 

principles and methods of shallow foundation design and pile foundation design, be familiar with the 

design principles and methods of soft soil foundation treatment, and understand the engineering 

geological survey methods and data collation of construction sites. By combining relevant structural 

design knowledge, students’ ability to analyze and solve foundation design and calculation problems 

will be improved. To better adapt to the development of the times and improve the quality and 

effectiveness of teaching, we have decided to carry out a teaching innovation project. This teaching 

innovation aims to introduce advanced information technology means, improve teaching methods, 

enhance students’ learning enthusiasm and initiative, cultivate students’ innovative thinking and 

practical abilities, with the goal of cultivating an innovative talent training model featuring “solid 

foundation, outstanding specialty, and broad vision”. Reforms and innovations have been carried out in 

aspects such as talent training models, curriculum construction, practical teaching systems, and 

school-enterprise joint training mechanisms. Now, a “three-stage” (pre-class preview, in-class 

communication, post-class practice) practical teaching model has been created. The cultivation of 

students’ engineering design, teamwork, and professional quality abilities is organically integrated into 

practical teaching. Students are led to visit and practice according to course requirements, realizing the 

transformation of teaching activities from one-way transmission to an exchange among three parties 

(in-school teachers, off-campus practice, and students). A “new engineering” teaching model and talent 

training curriculum system based on engineering practice have been formed. 

 

2. Implementation Process and Measures  

First Stage: Pre-class Preview Students conduct online pre-class preview through the online resources 

on the Chaoxing Xuexitong platform, which helps them gain a perceptual understanding and increase 

their interest in the course. With the BIMVR platform, students can enter a three-dimensional world to 

understand the general situation and processes of relevant projects (seeing the forest before seeing the 

trees).  

Second Stage: In-class Interaction In-class theoretical teaching is closely combined with on-site cases 

(linking theory with practice).  

 



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Third Stage: Post-class Practice, Teachers go out to gain practical experience and then bring it back to 

nourish teaching. Organize students to participate in engineering design practices, on-site engineering 

learning, practical competitions, and internships in enterprises to verify the teaching effectiveness 

(undertaking real-world engineering projects). 

 

 

Figure 1. Three Stage Teaching Technology Route 

 

The three-stage teaching technical route is shown in Figure 1. The specific reform methods and 

practical effects are as follows:  

2.1 Construction of the Online Chaoxing Platform + Offline Practice Base (Pre-class Preview)  

The course “Soil Mechanics and Foundation Engineering” thoroughly implements the fundamental task 

of cultivating students with moral integrity, promoting the all-around development of students in terms 

of morality, intelligence, physique, aesthetics, and labor. Based on fully considering the professional 

characteristics, the course studies “the hot topics that students are concerned about”. With the help of 

modern teaching methods such as Chaoxing Xuexitong (Yin, Y. & Yu, X. J., 2020; Liang, Q., Zou, H. 

B. & Liu, J., 2021, pp. 69-72; Ge, J. Y., Ge, G. J. & Zhang, Y. H., 2024), it uses these hot topics to 

arouse students’ curiosity, splits and combines the knowledge points of the existing teaching content, 

organically integrates the hot topics with professional knowledge, and conducts online and offline 

teaching based on “the hot topics that students are concerned about”, thus enhancing the attractiveness 

of the course and strengthening the multi-dimensional dissemination of knowledge points both online 

and offline. 

 

 

 



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2.1.1 Construction of the Chaoxing Online Platform  

To facilitate students to study anytime and anywhere, we have established an online learning platform. 

The cumulative page views of this platform have reached more than 120,000 times. The platform 

includes functional modules such as course resources, online tests, and learning exchanges, providing 

students with an all-round learning support environment. Through the online learning platform, 

students can arrange their learning progress independently, freely choose learning content, and at the 

same time communicate and discuss with other students, improving the interactivity and effectiveness 

of learning. 

2.1.2 Establish a Teaching Practice Base Based on Course Requirements 

Based on the school enterprise joint training model, a joint training base has been established according 

to course requirements. In terms of engineering design, a joint training mechanism has been established 

with Beijing Yingjianke Co., Ltd. and Tekla Digital Construction Center; In terms of construction, a 

training base has been established with Qingdao Haichuan Construction Group. We have established a 

comprehensive resource sharing mechanism and cooperation platform that combines industry, 

academia, and research. 

The school has also collaborated with Beijing Exhibition Network to purchase a BIMVR virtual 

simulation display platform, allowing students to experience virtual simulation engineering cases. 

Teachers can conduct 3D teaching demonstrations to enhance students’ learning interest. Through 

simulation of soil mechanics foundation, students can have a more comprehensive understanding of 

this course. 

2.2 Application of CBL Teaching Method in Teaching Based on Engineering Certification Background 

(In Class Communication) 

At present, most courses in soil mechanics and foundation engineering use traditional teaching methods, 

namely teacher lectures and student learning, and the teaching method is mostly PPT teaching. 

However, due to the complexity of the course content and the independence between course chapters, 

students are inevitably left with many knowledge doubts after the first round of traditional 

project-based teaching (Shi, S., Wang, Y., Si, J. et al., 2024, pp. 331-336; Weiguang, Z., Jijun, L., Lei, 

L. et al., 2024, pp. 238-243; Gao, Y. & Deng, D., 2023). In response to the problem of the disconnect 

between traditional soil mechanics and basic engineering teaching content and engineering practice, 

engineering case studies are added to the teaching process of soil mechanics and basic engineering. 

Real engineering video cases are shared in class, and students are organized to visit and learn from 

construction projects when conditions permit. At the same time, share research literature on relevant 

engineering examples in recent years to cultivate students’ ability to learn and analyze complex 

engineering problems from literature. 

 

 



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We actively explore new classroom teaching models, transforming traditional teacher centered 

classrooms into student-centered interactive classrooms. In the flipped classroom, students master 

certain basic knowledge through pre class preview and self-directed learning, and then engage in 

in-depth learning and communication through group discussions, case analysis (Ran, L., 2021, p. 

032207), and other methods in class. This teaching model can better stimulate students’ interest and 

initiative in learning, cultivate their teamwork and communication skills. 

In the process of course learning, classroom group communication sessions will also be organized, 

where students will share an engineering case related to soil mechanics and then explain and discuss 

the case. Enable students to better integrate textbook knowledge with practice, achieving the effect of 

applying what they have learned. 

Fun classroom activities will also be organized every semester, where students can freely form teams 

and groups to simulate role-playing scenarios and analyze foundation pit collapse accidents. Someone 

plays the roles of developer, surveyor, construction contractor, and intern, bringing them into their own 

woven storylines. Finally, analyze the cause of the engineering accident and identify the responsible 

party. Encourage students to take the lead in the classroom and actively learn knowledge through fun 

activities. 

2.3 Engineering Design, On Site Practice, and Social Practice (After Class Practice) 

Engineering education certification follows three basic principles: student-centered, outcome oriented, 

and continuous quality improvement. For an application-oriented undergraduate institution, more 

emphasis is placed on students’ practical and hands-on abilities. Due to the comprehensive, practical, 

and experiential nature of the course “Soil Mechanics and Foundation Engineering”, achieving ideal 

teaching results cannot rely solely on classroom lectures. Therefore, the structural design software 

PKPM is integrated into the teaching process of “Soil Mechanics and Foundation Engineering” to 

guide students to become familiar with the physical and mechanical indicators of relevant soils, 

understand the characteristics of different types of foundations, and master various basic design 

calculation methods during the operation of the software, in order to effectively enhance students’ 

learning effectiveness and comprehensive practical abilities. 

2.3.1 Application of PKPM Software in Soil Mechanics and Foundation Engineering 

The shear strength of soil in the course of Soil Mechanics and Foundation Engineering is different from 

the materials involved in other courses of civil engineering. It is not a constant, but a variable that 

increases linearly with the change of normal stress σ value. In soil mechanics, the shear strength index 

internal friction angle ψ and cohesion c are generally used to characterize the strength of soil. 

Beginners often encounter certain difficulties in understanding these physical and mechanical 

parameters. At this point, the geological model part of the JCCAD module of PKPM software (Wang, 

Y. Q. & Chen, J., 2013, pp. 2739-2742) is introduced to assist teaching. Through the default 

geotechnical parameter table provided by the software, students can understand the common types of 



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geotechnical parameters in engineering practice and the approximate range of their parameter values. 

Draw soil profile maps and contour lines to help students understand how to apply the scattered 

parameter indicators learned in textbooks to engineering practice, deepen their understanding of the 

relevant physical mechanics indicators in the course of Soil Mechanics and Foundation Engineering, 

and improve their practical abilities. 

2.3.2 Constructing an Educational Model of “Internal Mentors Going Out, External Mentors Coming 

In” 

On campus teachers go out and lead students to visit various foundation pit support structures on the 

construction site, explaining the selection basis of corresponding foundation forms and support 

structures, as well as the issues that should be paid attention to in the design and calculation process, so 

that students can discover the differences between teaching and practice from the on-site inspection. 

Through the teaching mode of linking practical engineering with theoretical knowledge, students’ 

interest in basic engineering disciplines is established, and their understanding of basic engineering 

course knowledge is deepened. 

External mentors walked in and invited frontline experts from enterprises to teach students at the 

practical base. Through on-site practical teaching, many abstract knowledge points in the classroom 

can be explained, and students can be taught more cutting-edge engineering practice experience, 

allowing them to have a preliminary intuitive understanding of the course content. This teaching model 

can better stimulate students’ interest and initiative in learning, allowing for a better integration of 

theory and practice. 

Organize teachers and students to visit the China Construction Project Department during their spare 

time, and apply some theoretical knowledge to practical engineering projects. 

Overall, guiding students to think through practical engineering, stimulating their enthusiasm for 

learning, and seeking the best state of self-directed learning. Make classroom teaching 

three-dimensional and three-dimensional. Enabling students to understand the forefront of engineering 

technology development and industry trends has effectively improved classroom teaching effectiveness 

and solved the problem of disconnection between classroom teaching content and actual engineering 

development. Integrate the learning of professional knowledge with the stimulation of personal ideals 

and social responsibility, and reflect scientific and humanistic literacy in the teaching process. 

2.3.3 Established a Teaching Model of “Learning Through Competition” and “Teaching through 

Competition” 

The model of “teacher guidance, student participation” not only enhances students’ enthusiasm and 

confidence in participating, but also greatly improves teachers’ teaching ability and professional skills. 

Students participate in the “National College Student Reinforced Earth Retaining Wall Design 

Competition” to fully utilize their practical and exploratory abilities. Experiential learning based on 

competition projects, including experiments, hands-on operations, and teamwork, can enhance 



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students’ sense of identification with engineering, improve undergraduate professional skills, and 

achieve the educational goal of applying what they have learned. 

 

3. Implementation Effect of Teaching Mode 

3.1 Significant Educational Effect 

By comparing the academic performance of the experimental group and the control group, we found 

that the students in the experimental group had significantly better academic performance than those in 

the control group. In the various exams of the experimental class, the average scores of students were 

higher than those of the control class, and the excellent and passing rates also showed significant 

improvement. This indicates that teaching innovation projects have a positive impact on improving 

students’ academic performance, and some students have also achieved excellent results in the 

postgraduate entrance examination process. 

3.2 Students’ Comprehensive Quality Has Been Improved 

In addition to improving academic performance, innovative teaching projects have also had a positive 

impact on enhancing students’ overall quality. Hangzhou Bay Cross Sea Bridge, Hong Kong Zhuhai 

Macao Bridge, Qinghai Tibet Railway, etc. These large-scale projects embody the excellent 

construction wisdom of the Chinese nation, and their construction is closely related to the mechanical 

properties of the foundation soil and the design of the foundation engineering. In terms of course 

teaching content, these large-scale domestic projects can be selected as classic cases, which can not 

only enhance students’ interest in professional learning and national dignity, but also cultivate their 

patriotism. In the experimental class, students’ self-learning ability, innovative thinking, and practical 

ability have been effectively improved. Students are able to actively participate in classroom learning, 

and are good at identifying, analyzing, and solving problems. At the same time, students’ 

communication and teamwork skills have also been exercised and improved. 

3.3 The Teaching Level and Research Ability of Teachers Have Been Improved 

The implementation of teaching innovation projects not only improves students’ academic performance 

and comprehensive quality, but also has a positive impact on teachers’ teaching level. The humanistic 

literacy of teachers has a significant impact on the effectiveness of ideological and political education 

for students. Teachers’ teaching concepts have been updated, teaching methods have been improved, 

and teaching abilities have been enhanced. The teaching level of teachers has been comprehensively 

improved. 

 

 

 

 

 



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References 

Gao, Y., & Deng, D. (2023). Reflections on the Current Situation of Teaching Soil Mechanics and its 

Reform and Practice. Journal of Research in Vocational Education, 5(9). 

https://doi.org/10.53469/jrve.2023.05(09).03 

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Liang, Q., Zou, H. B., & Liu, J. (2021). Practice of blended online and offline teaching reform—Taking 

the course of “Soil Mechanics and Foundation” as an example. Education and Teaching Forum, 

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