桂林理工大学《基础地质学》课程经过多年的建设和发展，形成了深厚的成果积淀。近年，“大地质”观和“大工程”观的专业导向以及新工科建设背景又对地学人才培养提出了新要求，该课程也逐渐显现出一些短板：课程知识在横向交叉、与工程实践及行业产业的结合，以及对思政内容的传递方面有待加强；当前教学模式对学生创新思维的培养不足；学生的认知负荷偏大、学习兴趣不足。针对上述问题，课程团队秉承内容更新—模式变革—兴趣引领的理念，进行了一系列课程改革实践：以教材编写、实体课堂和线上资源为载体进行教学内容更新；基于多种教学方法开展翻转课堂教学改革；进行多种教学资源的同步建设。教学实践表明，课程改革在提升学生专业兴趣、助力学生学科竞赛、创新思维培养等方面均表现出良好的效果；在教学资源共享、课程知识与产业实际结合、提高课堂氛围、知识结构拓展以及综合能力提升等方面获得学生的积极评价，满意度高。

The course of Physical Geology of Guilin University of Technology had formed a deep accumulation after years of construction and development. In recent years, the orientation of“macro-geology education”and“macro-engineering education”views and the background of new engineering put forward new requirements for the training of geological students. In accordance with the new requirements, the course of Physical Geology gradually showed some shortcomings: Course knowledge needed to be enriched in terms of inter-disciplinary connection, integration with engineering practice and industry, and the delivery of ideological and political content; The teaching mode was insufficient to cultivate students’ innovative thinking; As the first professional course, it caused cognitive load on students and lack of interest in learning. In response to the above problems, the teaching team has carried out a series of reform practices, adhering to the concept of content update-model change-interest leading: Updating teaching content in textbooks, offline and online teaching; Developing flipped teaching mode based on different teaching methods; Simultaneously building or rebuilding teaching resources. Teaching practice shows that the reform has been effective in improving students’ course performance, as well as in promoting students’ participation in professional competitions, programs for undergraduate innovation and entrepreneurship, and publishing papers. Student evaluations have shown high satisfaction in terms of promoting learning of teaching resources, integration of course content with industry, improvement of students’ classroom participation, expansion of knowledge structure and improvement of comprehensive ability.