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This teaching research paper presents a novel idea that combines fundamental scientific problems in practical engineering with the construction of the "Engineering System Modeling and Simulation" course. A large amount of mathematical modeling, numerical simulation, 3D entity modeling, finite element simulation, and analysis used to obtain the research results of our scientific research projects is fed back and integrated into the teaching content of the Engineering System Modeling and Simulation course. The content system of this course is based on the Harbin Institute of Technology (HIT) aerospace engineering course and embodies the values and characteristics of HIT. It is constructed to meet the requirements of the "Ten Special Actions to Accelerate the Training of High-level Talented Person" focused on by the Ministry of Education and the Academic Degree Committee of the State Council. The research results and implementation of the current work are expected to produce pedagogical benefits for the training of postgraduate students in mechanical engineering and promote the understanding and mastery of basic and professional knowledge. At the same time, this course can also enhance students' research ability, engineering ability, thinking ability, and innovative consciousness. [ABSTRACT FROM AUTHOR]

Since it was proposed to eliminate the "water course" and create the "golden course" at the 2018 Education Conference held in Chengdu, the Ministry of Education have issued a series of notification and plan, and various universities have responded with corresponding measures and actions. Under such an educational background, this paper, based on the English teaching base of Zhejiang Yuexiu University of Foreign Languages, considers the construction of the Integrated English course. Based on the discussion of the definition of "gold lesson" and "water lesson", this paper explores the "gold lesson" and "water lesson" in integrated English course, and considers the ways to eliminate "water lessons" and build up "gold lessons" from the different perspectives of teachers and students at multiple levels. Finally, it comes to the conclusion that the construction of integrated English course is a huge and complicated process, which requires the concerted efforts of various parties. However, we will eliminate "water course" and create "gold course" by continuous research, practice, summary and improvement, which will win the battle of course construction. [ABSTRACT FROM AUTHOR]

Copyright of China Medical Education Technology is the property of China Medical Education Technology Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Life education is the precondition of all education. This paper explored the current situation of life education for college students in local normal colleges and universities through questionnaire survey, and traced the history' of life education in the world and China. Combined with history and reality, it analyzed the current problems of life education for college students mainly in three aspects, namely, the lack of connectivity in the educational process, the excessive productization of education, and the fragmentation of life education. Finally, it came up with pertinent recommendations in line with these problems. [ABSTRACT FROM AUTHOR]

Copyright of China Medical Education Technology is the property of China Medical Education Technology Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of China Medical Education Technology is the property of China Medical Education Technology Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The suggestion that new courses can be constructed from existing learning objects appears technically self-evident but remains unproven. Despite increasing evidence that learning objects can provide a suitable structure for constructing courses most evidence is based on creating learning objects, either through restructuring existing materials or as a set of newly created learning objects. There is little evidence for building a new course from existing learning objects where any significant number of these have been developed for a different course elsewhere. Authors who adopt a constructivist model of knowledge might view this lack of evidence as confirmation of the inherent difficulty of integrating resources created within different communities. Those following a scientific model of knowledge would view this as a temporary problem that will be resolved when a sufficient volume of materials exists in repositories. This paper argues that reconfiguration of learning objects to create new courses is significantly more complex than is currently recognized, even within a scientific framework of knowledge. By implication, far more research is needed to understand reconfiguration and re-integration than initial ‘creation’. [ABSTRACT FROM AUTHOR]

CDIO is a brand-new education idea and implementation system of focusing on students’ practical ability in engineering, and is very efficient engineering education mode in promoting engineer ability. Based on the CDIO engineering education model and combined with the practical teaching of mechanical innovation design and practice course, integrating innovation education and professional education, building practice teaching system combining inside and outside classes were explored. The practice teaching system of combining theory teaching with innovation practices, combining in-class experiments with out-class practices is made in the paper. Theory teaching mainly includes the principle and technique of innovation, scheme innovative design, organization and structure innovative design, innovation design simulation and innovation instance, which focuses on the training of thinking ability, design ability and learning ability. Innovation practice module is comprised of in-class experiments and out-class practices, which focuses on the training of practical ability and engineering ability. Practice teaching contents, teaching methods and examination system are also made in the paper, which provides reference for teaching reformation of relevant subjects. [ABSTRACT FROM AUTHOR]

Experiment teaching is very important in talent cultivation, and high level experimental teaching team is an essential guarantee to carry out experimental teaching in colleges and universities. It is very important to develop training courses for newcomer experimental teachers to help them knowing well the experimental teaching work and knowing definitely their professional orientation. This paper introduces the construction of 10 hours training courses for new experimental teachers in University of Electronic Science and Technology of China(UESTC), including the design of training contents, guide of occupation layout and professional development, training course teaching mode and implementation instance. The training contents are as follows the basic conception about experiment and experimental teaching, OBE(outcomes based education) idea and engineering education attestation, examples of experimental teaching design. It is valuable for other colleges and universities to carry out new experimental teachers’ training. [ABSTRACT FROM AUTHOR]

Since 2012, "MOOC" as a new philosophy of education and teaching model has became popular in the world, the traditional campus-based education model faces to a serious challenge these years, MOOC platform vendors have also "landed" on Chinese Universities. MOOC provides a personalized learning platform for our teachers, and provides students with a broader learning space. In this paper, a careful analysis of the current situation of domestic MOOCs courses is presented by combining with the actual characteristics of our university, it proposes that the building of the university MOOCs courses should highlight the characteristics of China's university disciplines, change their traditional concepts, focus on building knowledge. It should use the flip classroom model to mobilize students' enthusiasm and initiative, and also rely on a network of community exchanges, to enhance students' interest and motivation. While taking advantage of advanced technology platform, a wealth of resources for support, it then can maximize the sharing of resources on a global scale, and create a truly apply to Chinese universities mordern MOOCs courses. [ABSTRACT FROM AUTHOR]

This teaching research paper presents a novel idea that combines fundamental scientific problems in practical engineering with the construction of the “Engineering System Modeling and Simulation” course. A large amount of mathematical modeling, numerical simulation, 3D entity modeling, finite element simulation, and analysis used to obtain the research results of our scientific research projects is fed back and integrated into the teaching content of the Engineering System Modeling and Simulation course. The content system of this course is based on the Harbin Institute of Technology (HIT) aerospace engineering course and embodies the values and characteristics of HIT. It is constructed to meet the requirements of the “Ten Special Actions to Accelerate the Training of High-level Talented Person” focused on by the Ministry of Education and the Academic Degree Committee of the State Council. The research results and implementation of the current work are expected to produce pedagogical benefits for the training of postgraduate students in mechanical engineering and promote the understanding and mastery of basic and professional knowledge. At the same time, this course can also enhance students’ research ability, engineering ability, thinking ability, and innovative consciousness.

In times of rapid transformation of society in general and domains of technology in particular, questions are raised on how to effectively organise higher engineering education. As a response, this study examines the curriculum composition of eleven engineering programs to investigate curriculum nativeness, a novel approach for assessing curriculum characteristics. In addition to forming the construct nativeness, this study establishes a way to measure curriculum nativeness by determining the number of credits originating from what is characterised as native courses. Native refers to the way curriculum content reflects the main subject classification, connecting the content of the profession with the content of the program curriculum. This measure is used in correlation analyses and other dependency studies to assess performance of the students during their first year, including total grade point and attrition. The measure of curriculum nativeness is also used to compare programs. The results indicate that the level of native content in a curriculum influences student performance comparable to that of other learning types that are known to promote student achievement. In addition, this study indicates that native content credits are more frequently earned than non-native credits. [ABSTRACT FROM AUTHOR]

This work examines an innovative and evolving approach to facilitating teamwork learning in a generic first-year mechanical engineering course. Principles of inclusive, student-active and democratic pedagogy were utilised to engage students on both the social and personal planes. Learner opportunities to facilitate, direct and lead the learning direction were emphasised. This emphasis encouraged a rich learning process and motivated students dismissive of the need to examine their communication skills and those who initially perceived the topic as a personal intrusion. Through a sharing of curriculum decisions, a climate of trust, ownership and shared value arose. Students chose from a range of tools across personality-type indicators, learning style indicators and hierarchies of human needs, to assist their capacity to express and discuss engineering designs and concepts. Peer teaching and collaborative exercises were incorporated to provide an authentic learning context and to further the student's sense of ownership. [ABSTRACT FROM PUBLISHER]

The development and widespread applications of cloud computing technology have a huge impact on the information society. The talents are in great demand in today's cloud computing industry, but the education for cloud computing professionals still lags behind. To address this issue, the content system of theoretical courses is systematically elaborated, then the idea, methodology and content construction of experimental courses are introduced in this paper. Besides, our teaching practice and experience are also described. [ABSTRACT FROM AUTHOR]

Background: The development of information technology has had a significant impact on traditional financial analysis. For large amounts of data and complex business environments, financial analysts are required to use technical analysis tools to process mass data and deeply integrate financial analysis and enterprise value to enhance the competitiveness of enterprises. This requires the reconstruction of the financial analysis courses in higher vocational education in China. This manuscript studies the problems existing in traditional financial analysis courses and reconstructs these. Methods: A factor analysis approach is adopted to reconstruct the financial analysis courses. We study these courses from three perspectives — coursebooks, teachers, and teaching methods. We collected the data of relevant courses from online platforms in China and used content analysis to find the problems existing in the three areas. Results: The authors found that the content of the coursebooks were incomplete and outdated, the teachers lacked practical ability and were unaware of data analysis tools. Furthermore, their teaching methods were inefficient. Conclusions: The study reconstructs the financial analysis courses based on three aspects. First, the contents are supplemented with enterprise strategy, macro-environment analysis, industry analysis, business analysis, and the application of data analysis tools. Second, the teachers can work in the company to develop their vocational skills, and participate in training programs to learn data analysis tools. Third, the teaching methods can be dynamic and dual-purpose by cooperating with enterprises to enrich practical teaching. Furthermore, colleges and enterprises can make enterprise work a teaching task, develop simulation training platforms, and provide vocational skill grade certificates.