Project-based Learning And Development Of Engineering Practice Ability

In recent years,project-based learning is a research hotspot in the field of higher engineering education.There are many differences between this new learning mode and the traditional student learning mode,which affect the learning behavior of students,and then affect the ability growth.On the other hand,more and more attention has been paid to the engineering practice ability of college students.The national innovation driven development strategy has an urgent demand for engineering talents,while the engineering practice ability of Chinese engineering students needs to be improved.Project learning may be an effective way to cultivate the engineering practice ability of Engineering students.Based on the previous findings,this paper mainly studies the relationship between project-based learning and engineering practice ability.The author takes 330 2016 undergraduate students from H University of electrical engineering as the survey object.2016 undergraduate students participate in project-based learning for one semester in the second semester of the third year of the University.This study uses selfdesigned questionnaires to understand their learning behavior,focusing on: exploring the implementation effect of project-based learning from the Perspective of learning behavior;students’ learning behavior and engineering practice under project-based learning.The relationship between learning behavior and engineering practice ability.A kind ofIn this study,spss21.0 software is used to analyze the data.There are three main findings: first,there are differences in the development of students’ engineering practice ability in project-based learning.In comparison,the score of engineering design ability is low,and the score of engineering cooperation ability and engineering communication ability is high.Second,at present,in the comprehensive analysis of learning behavior in project-based learning,the overall average score of learning behavior is higher,but the average score of "active learning" and "reflective learning" is lower than other dimensions;third,learning behavior has a significant impact on engineering practice ability.Active learning,reflective learning and resource management have significant positive effects on engineering design ability.Active learning,reflective learning and resource management have a significant positive impact on the improvement of engineering operation ability.Collaborative learning,reflective learning and resource management have significant positive effects on the improvement of engineering management ability.Collaborative learning,reflective learning and resource management have significant positive effects on the improvement of engineering communication ability.Collaborative learning,reflective learning and resource management have significant positive effects on the improvement of engineering cooperation ability.Based on the above research findings,this paper draws the following conclusions: first,from the perspective of the development level of students’ engineering practice ability,the project-based learning effect is relatively good,the average value of five ability improvement is more than 3 points,but there are differences between different ability development;second,from the perspective of learning behavior,students’ active learning behavior and reflective learning behavior in project-based learning need to be improved Third,we should pay attention to the cultivation of students’ reflective learning and collaborative learning,which is the most explanatory variable for engineering operation ability,engineering communication ability and engineering management ability.Collaborative learning is the most explanatory variable to the ability of engineering cooperation.Therefore,the author believes that project-based learning can promote the engineering practice ability of engineering students,but in the process of implementation,teachers need to pay attention to the following aspects: first,the design and implementation of the project should consider the existing knowledge level and training objectives of students;second,pay attention to the role of reflective learning,create reflective classroom atmosphere;third,In the process of project implementation,it is necessary to strengthen the communication between groups and build an active classroom atmosphere.Finally,the author discusses the shortcomings of this study,in order to have further improvement in the future research.