Exploration and Practice of Flipped Class Mode for “Unit Operation of Mixing” Lecture Under the Outcome Based Education Concept

Abstract

Based on outcome and education concept, for the training objective, the flipped class is applied to the teaching process of mixing unit operation through the implementation of teaching task list, teaching video, teaching courseware, classroom teaching, teaching summary and other measures, which builds students' proactive learning abilities and arouses the learning interest of students in mixing unit operation. The course scoring structure is diversified, covering the preview before class, discussion in class, homework exercises and extended applications after class. Through the investigation and analysis of the teaching situation, we find that most students recognize the role transformation between teaching and learning, are able to adapt to the flipped class mode and satisfied with the teaching effectiveness. Meanwhile, students think that the flipped class mode can increase students' opportunities in independent thinking and problem solving, which is of great benefit to improve their learning ability. The exploration and practice of flipped class mode for "Unit operation of mixing" lecture replaces the "cramming education" teaching style and motivates students creativity. The statistics of survey data on teaching effectiveness shows a high percentage of acceptance, recgonition and perception on the new flipped class mode. The successful implementation of the flipped class mode on the specific lecture also provides insights in other lectures in "Principles of Chemical Engineering".

Research on Training Objectives of Civil Engineering Talents in Local Engineering Colleges Based on OBE Concept

“…However, China's research on the concept of OBE education began relatively late. In recent years, Chinese have gradually realized the role of OBE education concept in higher education, especially in higher engineering education, and made some useful explorations [4][5][6][7][8][9][10][11], we should also clearly realize that in the benchmark analysis with international engineering education certification standards, the orientation of professional talents training objectives in some universities in China is not clear. The basis for the formulation of training objectives is insufficient, and the talent standards set by the training objectives are not reasonable enough.…”