Abstract:

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. 

Key words: Physical Geology, course reform, course content, teaching mode, resources construction