An Application Research Of Interactive Classroom Teaching In Higher Engineering Education

The development of Engineering Science and technology and the demand for human resources in China,facing the global economy,determine the trend of Engineering education,and put forward new goals for the training of Engineering talents.Engineers shoulder the mission of transforming the world and creating the future.They should not only be able to analyze and solve problems,but also be able to transform unprecedented ideas and concepts into real reality.Interactive teaching is good at cultivating students' innovative ability,which is in line with the training objectives of higher engineering education.It is of great significance to study the application of interactive teaching in Higher Engineering education.Firstly,the paper summarizes the concepts and theoretical basis of interactive teaching from the operational level by sorting out the related research on interactive teaching,and constructs an interactive teaching practice model based on learning community,learning input and constructivism theory.On this basis,combined with the reality of higher engineering education,this paper theoretically analyses the implementation path of interactive teaching in engineering education classroom.Secondly,according to the theoretical basis and practical model of interactive teaching,an empirical investigation tool is developed to investigate the current situation of interactive teaching in Higher Engineering Education classroom.The survey shows that: 1.At the teacher level:(1)lack of awareness of building learning community.(2)There are fewer forms of learning input.2.At the student level:(1)It can better cooperate with the establishment of learning community.(2)Lack of active and in-depth learning input.(3)Lack of high-level knowledge and skills construction.Thirdly,the paper further uses interview method to analyze the factors affecting the application of interactive teaching in engineering classroom,and finds that it is mainly affected by the discipline itself,teachers,students and teaching environment.(1)Discipline,mainly reflected in the characteristics of the subject;(2)Teachers,mainly reflected in the teaching concept,teaching ability and teachers' personality;(3)Students,mainly reflected in the learning concept,objective background,professional basis and students' personality;(4)Teaching environment,mainly reflected in class size,evaluation methods and teacher training and other aspects.These factors also influence the concrete implementation of interactive teaching from different paths.Among them,the construction of learning community is influenced by teachers' teaching ability,learning input is affected by all factors of discipline,teachers,students and teaching environment,and reflective construction is influenced by teachers and students' concepts.Finally,on the basis of the previous research,the paper puts forward the improvement strategy of interactive teaching in engineering education classroom.From the three dimensions of building learning community,enhancing learning input and reflective construction,the paper puts forward requirements and suggestions for four factors: discipline,teacher,student and external environment.The establishment of learning community requires teachers to improve their teaching concepts and abilities,as well as external environment to provide hardware support and create new classrooms.Learning input requires the joint efforts of disciplines,teachers,students and external factors.Disciplines should adjust the compilation of textbooks;teachers should renew teaching concepts and enhance teaching skills;students should change learning concepts and learn learning skills;external environment should change class size,improve teaching tools,change teacher-student evaluation mechanism and improve teacher training.Reflective construction requires teachers and students to strengthen the concept of self-learning and reflective learning.