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摘要：本文分析了土木工程施工這門課的教學現狀，論述了土木工程施工傳統教學問題以及基于工作過程系統化的課程改革重要性，并(bing)從課程結(jie)構(gou)及內容、教學(xue)手段(duan)及方法、考核方式、教學(xue)團隊上提出改革的可(ke)行措施。

關鍵詞：工作過程系(xi)統化(hua)；土木工程施工；課程改革(ge)

《土木(mu)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)》是安(an)(an)(an)全(quan)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)專(zhuan)業的(de)(de)專(zhuan)業主干課程(cheng)(cheng)(cheng)之一，綜合性強、內容豐富、實(shi)踐性強，在安(an)(an)(an)全(quan)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)專(zhuan)業人才(cai)培(pei)養中起著重(zhong)要作用(yong)。安(an)(an)(an)全(quan)專(zhuan)業的(de)(de)學(xue)生畢業后將有(you)一部分進入(ru)建(jian)筑(zhu)施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)企業、項(xiang)目施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)管(guan)理(li)(li)等單(dan)位從(cong)事(shi)和建(jian)設工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)事(shi)故防范、安(an)(an)(an)全(quan)管(guan)理(li)(li)相關的(de)(de)工(gong)(gong)(gong)(gong)作。本(ben)(ben)課程(cheng)(cheng)(cheng)是針對(dui)以上(shang)崗位開(kai)設，通過本(ben)(ben)課程(cheng)(cheng)(cheng)的(de)(de)學(xue)習，基于我校(xiao)“以人為(wei)(wei)本(ben)(ben)、學(xue)以致用(yong)”的(de)(de)辦(ban)學(xue)理(li)(li)念，使學(xue)生掌握土木(mu)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)中的(de)(de)一般規(gui)律和各(ge)(ge)主要工(gong)(gong)(gong)(gong)種工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)藝的(de)(de)基本(ben)(ben)原理(li)(li)、基本(ben)(ben)知識與先進技術(shu)，以及各(ge)(ge)工(gong)(gong)(gong)(gong)種之間網絡計(ji)(ji)劃的(de)(de)基本(ben)(ben)原理(li)(li)，使學(xue)生具有(you)解決(jue)一般土木(mu)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)技術(shu)問題、工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)項(xiang)目計(ji)(ji)劃管(guan)理(li)(li)問題的(de)(de)能力，能夠從(cong)事(shi)土木(mu)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)安(an)(an)(an)全(quan)施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)管(guan)理(li)(li)的(de)(de)有(you)關工(gong)(gong)(gong)(gong)作。根據國家對(dui)普(pu)通高校(xiao)向應(ying)(ying)(ying)用(yong)技術(shu)型(xing)大學(xue)轉型(xing)的(de)(de)要求(qiu)，為(wei)(wei)了適應(ying)(ying)(ying)應(ying)(ying)(ying)用(yong)型(xing)人才(cai)的(de)(de)發展(zhan)需要，隨著“工(gong)(gong)(gong)(gong)作過程(cheng)(cheng)(cheng)系(xi)統化”的(de)(de)課程(cheng)(cheng)(cheng)體系(xi)建(jian)設工(gong)(gong)(gong)(gong)作的(de)(de)深入(ru)開(kai)展(zhan)，以應(ying)(ying)(ying)用(yong)為(wei)(wei)導向的(de)(de)課程(cheng)(cheng)(cheng)改革(ge)成為(wei)(wei)了轉型(xing)發展(zhan)的(de)(de)必然趨(qu)勢。

1基于工作過程系統化的《土木工程施工》課程改革的重要性

《土木工(gong)(gong)程(cheng)施工(gong)(gong)》這門課程(cheng)涉及到很(hen)多(duo)相(xiang)關的(de)規章制度、法律(lv)條文(wen)，理論(lun)(lun)性(xing)較(jiao)強(qiang)(qiang)，同時課程(cheng)具有實踐性(xing)強(qiang)(qiang)、綜(zong)合(he)性(xing)強(qiang)(qiang)、發展迅速等特(te)點，傳統的(de)教學方法和課程(cheng)內容脫離實際生(sheng)產(chan)，理論(lun)(lun)性(xing)強(qiang)(qiang)，晦(hui)澀(se)難懂，不能很(hen)好地滿足安全專業畢業生(sheng)的(de)工(gong)(gong)作(zuo)需要，具體表現如下。

1.1教學內容

以往課(ke)程(cheng)(cheng)的(de)(de)教(jiao)學(xue)(xue)(xue)內(nei)容是源(yuan)于(yu)“學(xue)(xue)(xue)科”體系，課(ke)程(cheng)(cheng)理論與實(shi)(shi)踐聯系不緊密，教(jiao)學(xue)(xue)(xue)抽象，所(suo)講(jiang)(jiang)授(shou)內(nei)容與實(shi)(shi)際(ji)工(gong)(gong)(gong)作差距較(jiao)大。由(you)于(yu)學(xue)(xue)(xue)生普遍缺(que)乏工(gong)(gong)(gong)程(cheng)(cheng)實(shi)(shi)踐經驗(yan)，而本課(ke)程(cheng)(cheng)內(nei)容涉及到(dao)(dao)大量的(de)(de)土木(mu)工(gong)(gong)(gong)程(cheng)(cheng)施工(gong)(gong)(gong)技術、施工(gong)(gong)(gong)工(gong)(gong)(gong)藝(yi)(yi)等，因此學(xue)(xue)(xue)生對(dui)所(suo)講(jiang)(jiang)授(shou)內(nei)容不能(neng)透(tou)徹地理解(jie)和掌握(wo)(wo)。學(xue)(xue)(xue)習的(de)(de)目(mu)(mu)的(de)(de)性(xing)(xing)(xing)、指向性(xing)(xing)(xing)不強(qiang)，缺(que)乏技能(neng)訓練，崗位工(gong)(gong)(gong)作能(neng)力差。同(tong)時(shi)(shi)傳統教(jiao)學(xue)(xue)(xue)進(jin)程(cheng)(cheng)按照教(jiao)材(cai)進(jin)行授(shou)課(ke)，每個(ge)章節獨立(li)，學(xue)(xue)(xue)生在學(xue)(xue)(xue)完整門課(ke)后(hou)，所(suo)掌握(wo)(wo)的(de)(de)知識點零散，不能(neng)整合，與施工(gong)(gong)(gong)的(de)(de)實(shi)(shi)際(ji)工(gong)(gong)(gong)作順(shun)序不符合，造成學(xue)(xue)(xue)生對(dui)于(yu)一(yi)個(ge)項目(mu)(mu)從(cong)頭到(dao)(dao)施工(gong)(gong)(gong)完畢沒(mei)有清晰(xi)的(de)(de)認(ren)識，沒(mei)有項目(mu)(mu)施工(gong)(gong)(gong)的(de)(de)系統性(xing)(xing)(xing)，沒(mei)有邏輯性(xing)(xing)(xing)，學(xue)(xue)(xue)生解(jie)決(jue)和分析實(shi)(shi)際(ji)問題(ti)的(de)(de)能(neng)力不強(qiang)，同(tong)時(shi)(shi)在本門課(ke)中(zhong)，涉及到(dao)(dao)橋(qiao)梁、房建、道路和隧道，用到(dao)(dao)材(cai)料相(xiang)同(tong)性(xing)(xing)(xing)較(jiao)強(qiang)，基(ji)礎的(de)(de)施工(gong)(gong)(gong)工(gong)(gong)(gong)藝(yi)(yi)雷同(tong)，在不同(tong)地下(xia)工(gong)(gong)(gong)程(cheng)(cheng)及橋(qiao)梁施工(gong)(gong)(gong)講(jiang)(jiang)解(jie)時(shi)(shi)，知識點重復，造成舊(jiu)知識點被反復講(jiang)(jiang)解(jie)，新知識點講(jiang)(jiang)解(jie)時(shi)(shi)間被壓(ya)縮。

1.2考核方式

以(yi)往(wang)課(ke)程(cheng)(cheng)的(de)(de)(de)(de)考(kao)核方式采取的(de)(de)(de)(de)是閉卷考(kao)試(shi)（占總成績(ji)70%）為(wei)(wei)主的(de)(de)(de)(de)考(kao)核方式，大多數(shu)學(xue)(xue)生在上(shang)課(ke)時(shi)不(bu)集中(zhong)注意力，不(bu)做好復習和預習，考(kao)試(shi)前一周才臨時(shi)抱佛腳，對重(zhong)點概念進(jin)(jin)行突擊(ji)，進(jin)(jin)行記憶(yi)，而教學(xue)(xue)過程(cheng)(cheng)中(zhong)的(de)(de)(de)(de)重(zhong)要內容早已忘記，是一種(zhong)以(yi)考(kao)試(shi)為(wei)(wei)目(mu)的(de)(de)(de)(de)的(de)(de)(de)(de)學(xue)(xue)習，而非(fei)以(yi)掌握施工技術為(wei)(wei)宗旨(zhi)的(de)(de)(de)(de)學(xue)(xue)習。課(ke)堂(tang)(tang)上(shang)，教學(xue)(xue)效果以(yi)教師講授知識(shi)點的(de)(de)(de)(de)多少(shao)來判斷，課(ke)堂(tang)(tang)不(bu)能以(yi)學(xue)(xue)生為(wei)(wei)中(zhong)心，學(xue)(xue)生課(ke)堂(tang)(tang)上(shang)是否聽懂、學(xue)(xue)生收獲是多少(shao)，并不(bu)知曉。

1.3教學團隊

很(hen)多老師(shi)想對施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)課程(cheng)進(jin)行改(gai)革(ge)(ge)，但(dan)心有(you)(you)余而力不(bu)足(zu)。究其(qi)(qi)原因(yin)，主要為高(gao)校教(jiao)師(shi)實踐能力不(bu)足(zu)，手中(zhong)的(de)教(jiao)學(xue)案(an)例多是(shi)(shi)網上下載(zai)，對實踐知(zhi)識的(de)理(li)(li)解(jie)往往是(shi)(shi)知(zhi)其(qi)(qi)然不(bu)知(zhi)其(qi)(qi)所(suo)以然，甚至教(jiao)學(xue)內(nei)容(rong)(rong)已與實際職業(ye)(ye)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)需求脫(tuo)節而不(bu)自(zi)知(zhi)。土木工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)這(zhe)門課涉(she)及(ji)范圍廣，知(zhi)識內(nei)容(rong)(rong)復雜，具有(you)(you)很(hen)強(qiang)實踐性，同時施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)技術發(fa)展迅速，施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)(gong)(gong)藝日新月異，部分教(jiao)材(cai)的(de)理(li)(li)論滯后于(yu)現場(chang)，而施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)教(jiao)師(shi)講(jiang)(jiang)授內(nei)容(rong)(rong)并沒有(you)(you)同步進(jin)行調整以適(shi)應(ying)行業(ye)(ye)發(fa)展需要，導致(zhi)講(jiang)(jiang)授的(de)內(nei)容(rong)(rong)過于(yu)老舊。同時土木工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)教(jiao)學(xue)團隊中(zhong)，年(nian)輕(qing)教(jiao)師(shi)較(jiao)多，沒有(you)(you)現場(chang)施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)經驗(yan)，對于(yu)施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)知(zhi)識只是(shi)(shi)停留(liu)在書本(ben)上，對于(yu)實際操作(zuo)并不(bu)了解(jie)，同時由于(yu)年(nian)輕(qing)教(jiao)師(shi)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)量大，施(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)現場(chang)環(huan)境惡劣等問題，沒有(you)(you)機會(hui)到現場(chang)進(jin)行實地學(xue)習，講(jiang)(jiang)授過程(cheng)中(zhong)照本(ben)宣讀，與實際工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)聯系(xi)脫(tuo)節，影響教(jiao)學(xue)效果。為安全(quan)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)人(ren)才培養打下牢固的(de)基礎(chu)，全(quan)面提(ti)高(gao)應(ying)用(yong)型人(ren)才培養水平，具有(you)(you)深遠(yuan)意義。同時本(ben)課程(cheng)具有(you)(you)以下應(ying)用(yong)前景(jing)：（1）本(ben)次課程(cheng)改(gai)革(ge)(ge)有(you)(you)利(li)于(yu)改(gai)善專業(ye)(ye)課程(cheng)的(de)教(jiao)學(xue)效果，加強(qiang)學(xue)生對專業(ye)(ye)知(zhi)識的(de)理(li)(li)解(jie)。（2）本(ben)次課程(cheng)改(gai)革(ge)(ge)有(you)(you)利(li)于(yu)提(ti)高(gao)安全(quan)專業(ye)(ye)學(xue)生自(zi)學(xue)能力、實踐能力以及(ji)理(li)(li)論知(zhi)識的(de)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)應(ying)用(yong)能力，有(you)(you)利(li)于(yu)我校畢業(ye)(ye)生更快更好的(de)適(shi)應(ying)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)崗位。（3）本(ben)次課程(cheng)改(gai)革(ge)(ge)有(you)(you)利(li)于(yu)突出我校的(de)辦學(xue)特色，提(ti)高(gao)安全(quan)專業(ye)(ye)的(de)招生就業(ye)(ye)率。

2基于工作過程系統化的《土木工程施工》課程改革的內容

2.1課程結(jie)構改革(ge)

按(an)(an)工(gong)(gong)(gong)(gong)(gong)(gong)作過(guo)程(cheng)(cheng)(cheng)(cheng)系(xi)統(tong)(tong)(tong)化教(jiao)學(xue)(xue)(xue)理(li)念，重新(xin)梳理(li)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)結構(gou)，改(gai)變傳(chuan)統(tong)(tong)(tong)的(de)(de)(de)(de)(de)按(an)(an)教(jiao)材知(zhi)(zhi)識(shi)結構(gou)講授(shou)，將(jiang)(jiang)各(ge)章節順序重新(xin)融合，按(an)(an)照(zhao)典(dian)型(xing)(xing)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)項目施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)過(guo)程(cheng)(cheng)(cheng)(cheng)重新(xin)構(gou)建課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)體(ti)(ti)(ti)系(xi)。《土木(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)》課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)傳(chuan)統(tong)(tong)(tong)教(jiao)學(xue)(xue)(xue)模(mo)式即是按(an)(an)教(jiao)材章節進(jin)行(xing)授(shou)課(ke)(ke)(ke)，如(ru)圖(tu)1。從傳(chuan)統(tong)(tong)(tong)教(jiao)學(xue)(xue)(xue)模(mo)式流(liu)程(cheng)(cheng)(cheng)(cheng)圖(tu)可以看出，按(an)(an)教(jiao)材編寫模(mo)式，各(ge)章節相互(hu)獨(du)立，關聯性差，不能將(jiang)(jiang)各(ge)工(gong)(gong)(gong)(gong)(gong)(gong)種融合，學(xue)(xue)(xue)生(sheng)對土木(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)不能形成(cheng)一個(ge)(ge)整(zheng)體(ti)(ti)(ti)的(de)(de)(de)(de)(de)概念，不利于知(zhi)(zhi)識(shi)體(ti)(ti)(ti)系(xi)的(de)(de)(de)(de)(de)融合。本(ben)次(ci)教(jiao)學(xue)(xue)(xue)改(gai)革打破土木(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)傳(chuan)統(tong)(tong)(tong)教(jiao)學(xue)(xue)(xue)體(ti)(ti)(ti)系(xi)結構(gou)，擬設計一個(ge)(ge)以施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)過(guo)程(cheng)(cheng)(cheng)(cheng)為主線的(de)(de)(de)(de)(de)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)結構(gou)，以實際工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)案例(li)為依托(tuo)，重新(xin)安(an)排課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)內容，將(jiang)(jiang)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)按(an)(an)照(zhao)典(dian)型(xing)(xing)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)項目施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)過(guo)程(cheng)(cheng)(cheng)(cheng)布置(zhi)，將(jiang)(jiang)施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)技術、施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)(gong)(gong)藝等知(zhi)(zhi)識(shi)點(dian)進(jin)行(xing)重新(xin)排序，通(tong)過(guo)3個(ge)(ge)學(xue)(xue)(xue)習情境，使(shi)得學(xue)(xue)(xue)生(sheng)在頭腦中(zhong)逐漸(jian)建立起工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)的(de)(de)(de)(de)(de)流(liu)程(cheng)(cheng)(cheng)(cheng)，學(xue)(xue)(xue)生(sheng)通(tong)過(guo)學(xue)(xue)(xue)習、參(can)與、完成(cheng)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)項目，也就是說，他(ta)們掌握(wo)了(le)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)技能，提(ti)高了(le)專業行(xing)動能力(li)和(he)遷移能力(li)，能夠解決實際工(gong)(gong)(gong)(gong)(gong)(gong)作中(zhong)遇(yu)到(dao)的(de)(de)(de)(de)(de)各(ge)種典(dian)型(xing)(xing)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)建設項目，以滿足畢業生(sheng)能夠更快更好的(de)(de)(de)(de)(de)適應工(gong)(gong)(gong)(gong)(gong)(gong)作崗位(wei)的(de)(de)(de)(de)(de)需求(qiu)。將(jiang)(jiang)各(ge)章節內容重新(xin)整(zheng)合，如(ru)圖(tu)2。

2.2教學方(fang)法改(gai)革

（1）在整個教(jiao)(jiao)學(xue)(xue)過程(cheng)中，通(tong)過實際項(xiang)目，教(jiao)(jiao)師(shi)以(yi)(yi)“工(gong)(gong)作(zuo)過程(cheng)”為引導，使(shi)學(xue)(xue)生了解(jie)不(bu)同(tong)工(gong)(gong)程(cheng)施工(gong)(gong)工(gong)(gong)藝的(de)(de)(de)(de)基本(ben)原理、基本(ben)知識與(yu)先進技術，以(yi)(yi)及(ji)各(ge)(ge)工(gong)(gong)種之間網(wang)絡計劃的(de)(de)(de)(de)基本(ben)原理。（2）本(ben)項(xiang)目擬在教(jiao)(jiao)學(xue)(xue)過程(cheng)中，借(jie)助(zhu)(zhu)現代(dai)教(jiao)(jiao)育技術，利用雨課堂等平臺，上(shang)傳(chuan)各(ge)(ge)章節PPT、教(jiao)(jiao)學(xue)(xue)視頻(pin)，學(xue)(xue)生可(ke)作(zuo)為預(yu)習(xi)和復習(xi)的(de)(de)(de)(de)依據，課堂上(shang)發送隨堂測試(shi)，及(ji)時(shi)掌握(wo)學(xue)(xue)生對知識點(dian)的(de)(de)(de)(de)理解(jie)及(ji)學(xue)(xue)習(xi)效果。并針對學(xue)(xue)生實際和不(bu)同(tong)的(de)(de)(de)(de)學(xue)(xue)習(xi)情境，在不(bu)同(tong)的(de)(de)(de)(de)步驟中采用講授法、分(fen)組(zu)討論法、角(jiao)色扮演(yan)法、案例教(jiao)(jiao)學(xue)(xue)法、項(xiang)目教(jiao)(jiao)學(xue)(xue)法等多(duo)種教(jiao)(jiao)學(xue)(xue)方法，把理論與(yu)實踐操作(zuo)相結合，增強學(xue)(xue)生感性認識，加強學(xue)(xue)生能力培養，嘗試(shi)各(ge)(ge)種教(jiao)(jiao)學(xue)(xue)方法以(yi)(yi)提(ti)高學(xue)(xue)生的(de)(de)(de)(de)學(xue)(xue)習(xi)質量。（3）課堂改變(bian)以(yi)(yi)教(jiao)(jiao)師(shi)講授為主(zhu)的(de)(de)(de)(de)填鴨式教(jiao)(jiao)學(xue)(xue)模式，以(yi)(yi)小(xiao)組(zu)討論形(xing)式為主(zhu)，激發學(xue)(xue)生的(de)(de)(de)(de)學(xue)(xue)習(xi)興趣(qu)，同(tong)時(shi)工(gong)(gong)作(zuo)小(xiao)組(zu)的(de)(de)(de)(de)劃分(fen)有助(zhu)(zhu)于培養學(xue)(xue)生分(fen)工(gong)(gong)協作(zuo)、溝(gou)通(tong)交流及(ji)自我表達等團隊精(jing)神，提(ti)高學(xue)(xue)生的(de)(de)(de)(de)整體職業素養。通(tong)過學(xue)(xue)習(xi)，使(shi)學(xue)(xue)生具有解(jie)決一般(ban)土木工(gong)(gong)程(cheng)施工(gong)(gong)技術問題(ti)、工(gong)(gong)程(cheng)項(xiang)目計劃管理問題(ti)的(de)(de)(de)(de)能力。

2.3考核方式(shi)改(gai)革

本(ben)項(xiang)目改變傳統一紙定成(cheng)績(ji)的考(kao)(kao)核方(fang)式，將過程性評價與(yu)終(zhong)結性評價相結合，增加(jia)測(ce)試(shi)比(bi)例，降低期末考(kao)(kao)試(shi)的比(bi)例，增大過程考(kao)(kao)核成(cheng)績(ji)比(bi)例，由傳統的平時成(cheng)績(ji)30%+期末考(kao)(kao)試(shi)成(cheng)績(ji)70%，改為平時成(cheng)績(ji)50%+期末考(kao)(kao)試(shi)成(cheng)績(ji)50%，重點考(kao)(kao)察學生在上(shang)課期間對(dui)本(ben)課程的掌握情況以及綜合應用能力，如(ru)圖3。

2.4教學團隊技能增強

土木(mu)工程施工課程團(tuan)隊在聘任教師(shi)(shi)時(shi)(shi)，首(shou)先，應選擇有施工工作經驗的(de)(de)老(lao)(lao)師(shi)(shi)，其次，對(dui)于年輕教師(shi)(shi)以及施工工作經驗少的(de)(de)老(lao)(lao)師(shi)(shi)，學(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)和(he)學(xue)(xue)(xue)(xue)(xue)(xue)院支持(chi)教師(shi)(shi)利用(yong)寒暑假進(jin)行(xing)企(qi)(qi)業(ye)(ye)掛職鍛(duan)煉(lian)，學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)當前土木(mu)行(xing)業(ye)(ye)采(cai)用(yong)的(de)(de)新技術、新材(cai)料(liao)、新設備等，理論聯系實際，掌握行(xing)業(ye)(ye)發展趨勢，在企(qi)(qi)業(ye)(ye)實踐中(zhong)，及時(shi)(shi)了解(jie)專(zhuan)業(ye)(ye)崗位(wei)對(dui)崗位(wei)人員(yuan)知(zhi)識和(he)能力(li)的(de)(de)要(yao)求，增強(qiang)自身的(de)(de)實踐能力(li)，并(bing)能夠(gou)積累(lei)最(zui)新的(de)(de)教學(xue)(xue)(xue)(xue)(xue)(xue)案(an)例(li)，為日后的(de)(de)課程教學(xue)(xue)(xue)(xue)(xue)(xue)內容的(de)(de)改(gai)革(ge)以及教學(xue)(xue)(xue)(xue)(xue)(xue)方法的(de)(de)改(gai)革(ge)提供更多(duo)的(de)(de)可能。同時(shi)(shi)課程團(tuan)隊可利用(yong)網絡進(jin)行(xing)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)工程施工新技術、新工藝，多(duo)向(xiang)工程一線技術人員(yuan)請(qing)教，加(jia)強(qiang)自己工程時(shi)(shi)間能力(li)，從而在教學(xue)(xue)(xue)(xue)(xue)(xue)過程中(zhong)更好地培養學(xue)(xue)(xue)(xue)(xue)(xue)生分析和(he)解(jie)決工程實踐問題的(de)(de)能力(li)，提高教學(xue)(xue)(xue)(xue)(xue)(xue)效(xiao)果。

3實施方案

（1）通過大量(liang)相關(guan)(guan)課(ke)改(gai)(gai)文獻(xian)，歸納總結(jie)國內相關(guan)(guan)學(xue)者的(de)研究成果(guo)，總結(jie)其(qi)優(you)點與(yu)不(bu)足(zu)，并在此基(ji)礎上，搜集整理工(gong)程(cheng)(cheng)案例。（2）根據其(qi)具(ju)體工(gong)作(zuo)(zuo)內容(rong)，以(yi)“工(gong)作(zuo)(zuo)過程(cheng)(cheng)系統(tong)化”理論為指導(dao)(dao)，制定(ding)以(yi)應用為導(dao)(dao)向的(de)《土木工(gong)程(cheng)(cheng)施工(gong)》課(ke)程(cheng)(cheng)改(gai)(gai)革(ge)方案。（3）利用假期(qi)(qi)到施工(gong)現(xian)場進(jin)行(xing)(xing)企業實踐，積累(lei)工(gong)作(zuo)(zuo)經驗(yan)，強(qiang)化教(jiao)師實踐能(neng)力。（4）在學(xue)生中正式(shi)開(kai)展《土木工(gong)程(cheng)(cheng)施工(gong)》課(ke)程(cheng)(cheng)改(gai)(gai)革(ge)教(jiao)學(xue)。（5）改(gai)(gai)革(ge)實施一段時間后(hou)，項(xiang)目組定(ding)期(qi)(qi)開(kai)展研討(tao)(tao)，分析改(gai)(gai)革(ge)的(de)不(bu)足(zu)，解(jie)決問(wen)題后(hou)繼續推進(jin)；第一輪改(gai)(gai)革(ge)實施后(hou)進(jin)行(xing)(xing)課(ke)程(cheng)(cheng)改(gai)(gai)革(ge)初步(bu)總結(jie)，并以(yi)調(diao)查問(wen)卷(juan)的(de)形式(shi)調(diao)查學(xue)生的(de)接(jie)受(shou)情況；將改(gai)(gai)革(ge)過程(cheng)(cheng)與(yu)成果(guo)進(jin)行(xing)(xing)匯報，與(yu)其(qi)他教(jiao)改(gai)(gai)課(ke)程(cheng)(cheng)組進(jin)行(xing)(xing)溝通探討(tao)(tao)，借鑒(jian)反思。

4教學效果

2021年利用(yong)假期，筆者參與(yu)到(dao)沈陽(yang)工(gong)(gong)學(xue)(xue)(xue)院學(xue)(xue)(xue)生(sheng)(sheng)(sheng)食堂施(shi)工(gong)(gong)項目。該項目施(shi)工(gong)(gong)順序為(wei)挖基(ji)坑-獨立(li)基(ji)礎+地梁-一(yi)(yi)層(ceng)(ceng)(ceng)底(di)板-一(yi)(yi)層(ceng)(ceng)(ceng)柱子-一(yi)(yi)層(ceng)(ceng)(ceng)梁-二(er)層(ceng)(ceng)(ceng)板-二(er)層(ceng)(ceng)(ceng)柱子-二(er)層(ceng)(ceng)(ceng)梁-屋(wu)頂，此(ci)次施(shi)工(gong)(gong)實習，讓我(wo)看到(dao)學(xue)(xue)(xue)到(dao)很多實踐(jian)知(zhi)識(shi)，更好的為(wei)以后授課(ke)積(ji)攢教(jiao)學(xue)(xue)(xue)案例。19級安全專業學(xue)(xue)(xue)生(sheng)(sheng)(sheng)采用(yong)了改革后教(jiao)學(xue)(xue)(xue)模式，整(zheng)(zheng)體(ti)教(jiao)學(xue)(xue)(xue)效(xiao)果較好，上課(ke)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)們能夠積(ji)極(ji)互動，并在討論時積(ji)極(ji)發表意見(jian)，每一(yi)(yi)個新項目學(xue)(xue)(xue)習時，已學(xue)(xue)(xue)過(guo)的知(zhi)識(shi)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)通(tong)過(guo)課(ke)前(qian)溫(wen)故，新的知(zhi)識(shi)由老師帶領學(xue)(xue)(xue)生(sheng)(sheng)(sheng)一(yi)(yi)起(qi)學(xue)(xue)(xue)習，學(xue)(xue)(xue)生(sheng)(sheng)(sheng)的整(zheng)(zheng)體(ti)狀(zhuang)態好，都(dou)能夠參與(yu)其中。

5結語

本次課(ke)程(cheng)改革針對我(wo)校(xiao)應用(yong)型人才培(pei)養(yang)的(de)辦學特點，從課(ke)程(cheng)結構與內(nei)容(rong)、教學手(shou)段與方(fang)法(fa)、考核(he)方(fang)式等方(fang)面進(jin)行改革，形成校(xiao)企無縫銜接，可以提高安全工(gong)(gong)程(cheng)專(zhuan)業(ye)學生的(de)施工(gong)(gong)能力(li)，提高他們的(de)就(jiu)業(ye)競爭力(li)。教學改革中存在的(de)問題仍需在實踐中探(tan)索和解決。

參考文獻：

[1]羅勇,李詠梅(mei),蒲成志.新工(gong)科背景(jing)下土木(mu)工(gong)程施工(gong)組織(zhi)課(ke)程教(jiao)(jiao)學改革探(tan)討[J].高教(jiao)(jiao)學刊,2021,7(35):4.

[2]李俊,蔡可(ke)鍵,溫(wen)小棟(dong).基于OBE理念(nian)的土木工程施工課程實(shi)踐(jian)教學的改革與探索[J].教育教學論壇,2017(52):3.

作(zuo)者：王初秋 崔森 于(yu)淼 單(dan)位：沈(shen)陽(yang)工學(xue)院能源與水利學(xue)院 沈(shen)陽(yang)市建筑設計院