The Influence Of Project Based Learning On The Cultivation Of Engineering Practice Ability For Master Of Engineering

In the face of a new wave of technological and industrial revolution,China has clearly stated that by 2050,it will build itself into a world power in scientific and technological innovation,becoming a major scientific center and innovation highland in the world.Focusing on the forefront of global scientific and technological development and major national strategic needs,we should pay more attention to the "quality" of talent training.However,as an important component of cultivating outstanding talents,engineering master’s students have encountered various "quality" problems such as insufficient learning investment,decreased scientific research ability,and lack of practical ability in the context of large-scale enrollment expansion,which seriously restricts the high-quality development of technology and industry.Therefore,how to effectively improve the engineering practical ability and scientific research level of engineering master’s students has become an urgent practical problem to be solved.Currently,research on the quality of training engineering master’s students mainly focuses on research paper achievements,number of patents,degree awarding,and input of educational resources,while relatively neglecting the personal learning "appreciation" of engineering master’s students after entering the graduate stage,that is,the development of their engineering practical abilities.The problem of insufficient engineering practice ability and weak practical teaching among engineering master’s students has gradually attracted attention from society.Project based learning organizes and conducts teaching around practical engineering practice projects,providing students with authentic engineering backgrounds and engineering training,which can to some extent affect the level of learning engagement and engineering practice ability development of engineering master’s students.Based on the above research background,this article mainly proposes the following core research questions: How does PBL affect the engineering practice ability of engineering master’s students? This article conducts research in the context of "literature analysis-theoretical analysis-problem posing-data collection-empirical analysis-conclusion interpretation-countermeasure inspiration".Firstly,based on relevant domestic and foreign literature on "project-based learning","PBL","quality of engineering master’s student training","practical ability of engineering master’s students",and "learning investment",this article identifies existing research gaps and proposes the core research issues of this article;Secondly,through one-onone in-depth interviews with 13 engineering teachers and graduate students from Zhejiang University,Tongji University,Zhejiang University of Technology and other universities,and using the Grounded theory method,the qualitative data collected from the interviews were conceptualized and refined,the logic between the initial categories formed by the open coding was excavated and the correlation was established,and the "theoretical framework of project-based learning elements for engineering graduate students" and the composition of elements were refined,Provide a foundation for the construction of the scale in the following text.Thirdly,the dimensions of the scale are adjusted and optimized in combination with the "practical ability evaluation index" and "learning input" scale available at home and abroad,the general standards for the education and training program of outstanding engineers in China,the standards for engineering Professional certification in the United States,and the "theoretical framework of learning elements for engineering graduate students PBL" identified through Grounded theory in the previous chapter,On this basis,a preliminary scale for variable measurement in this article was constructed,and pre surveys and reliability and validity tests were conducted to form the final version of the measurement scale in this article.Finally,based on 276 collected questionnaire data,the direct impact of PBL on the development of engineering practice ability of engineering master students was tested.On this basis,the Mesomeric effect of learning input level in the relationship between PBL learning and the development of engineering practice ability of engineering master students was further tested,and its mechanism was explored in depth,and the results were systematically analyzed and discussed,Propose optimization suggestions based on the context of engineering education in China.Based on the above research,this article mainly draws the following conclusions:(1)PBL learning for engineering master’s students can be composed of six elements: project learning motivation,project design,project learning and communication,project operation,teacher support,and team cooperation;(2)Overall,PBL learning has a significant positive impact on promoting the development of engineering practical abilities of engineering master’s students;(3)PBL learning has a significant positive impact on promoting the level of learning engagement of engineering master’s students;(4)Learning engagement plays a significant mediating role in the relationship between PBL learning and the development of engineering practical abilities of engineering master’s students;(5)During the implementation process of PBL,there will be challenges in teacher teaching and related management work and systems.The main innovation points of this article include:(1)constructing the basic framework of project-based learning(PBL)theory elements for engineering master’s students;(2)Deeply explore the requirements and standards for engineering talents,and construct an evaluation index system for the development of engineering practical ability with the main characteristics of engineering master’s students;(3)Systematically studied the impact of endogenous factors on the quality of engineering graduate education for engineering master’s students;(4)A series of countermeasures and suggestions are proposed to enhance the engineering practical ability of Chinese engineering master’s students and improve the quality of their training from three different levels: universities,government,and industry.