A Proposal of "Building construction " Design

1. Current status of curriculum design

The course of "building construction" is in the core position in the education and
teaching of construction engineering technology specialty, and it is a main specialized
course, which has strong comprehensiveness and application. Through the study of
this course, so that students master the ability of construction organization design.
Construction organization design is the organization plan of building construction, is
the technical and economic document to guide the comprehensive construction, is the
regulation that guides the site construction. Only adhere to the construction
procedures, pay attention to the construction preparation, the preparation of
reasonable construction organization design, according to the plan to organize the
whole site construction activities, so that the construction activities in a good state of
management and control from beginning to end, to improve the production capacity
of enterprises, accelerate the progress of the project, reduce costs and improve
management is of great significance.

2. Curriculum and Professional training objectives

2.1 The guiding ideology of curriculum design

In accordance with the requirements of the training objectives of the construction

technology specialty of the Ministry of Construction, this course uses the modular
curriculum structure, takes the project as the carrier, takes the professional ability as
the standard, and constructs the professional curriculum system oriented to the work
process knowledge. Based on the principle of sufficient and satisfying the needs of
post and professional ability, the theory focuses on improving learners ' professional
practice ability and professional quality, and tries to serve the idea of establishing a
unified teaching mechanism of diversity and selectivity under the concept of
student-oriented, through the organic combination of relevant teaching contents and
teaching means, Strengthen the professional and technical practice activities, highlight
the characteristics of vocational education, improve students ' professional ethics,
professional ability and comprehensive quality.

Knowledge Objectives: Familiar with the introduction of building construction

organization and construction preparation work, master the preparation method of
construction preparation, familiar with the basic Principles, parameters and
classification of running water Construction, master the compilation method of
running water construction, familiar with the concept and composition of network
planning, master the drawing method of network plan and Parameter calculation
method, Familiar with the classification and content of construction organization
design, master the establishment of unit engineering construction Organization design,
familiar with the concept and content of construction organization General design,
master the compilation method of construction organization's general design.

Skills Objective: Through the study and practical training of this course, train
students to have a reasonable choice of construction plan, organize the project's
running water construction, Draw unit Engineering, Division (sub) Project Network
plan, prepare the construction schedule and draw the construction site floor plan
ability.

Attitude Objective: To use all kinds of teaching methods to closely contact

engineering practice, stimulate students ' thirst for knowledge, cultivate students '
scientific and rigorous work attitude and creative work ability, cultivate students '
spirit of loving speciality and love their job, cultivate students ' meticulous learning
attitude and work style, and form correct world outlook, Outlook on life and values;
Good professional ethics and public morals.

2.2 Career orientation of the course

On the basis of professional investigation and post work process analysis, a set of jobs
with similar knowledge, ability and quality requirements in first-line production and
management positions on construction site is formed to form a professional job group
of construction engineering technology. The main positions are builders, quality
inspectors, safety agents, information agents, inspectors, cost agents.This course is the
necessary knowledge of the builder's professional position in the civil construction
enterprise.

2.3 Curriculum objectives reflect the cultivation of professional

comprehensive professional ability

Through the decomposition of the professional ability structure of the professional job
group of construction Engineering Technology specialty, the vocational ability of the
professional professional job group is divided into 12 comprehensive ability and 59
special ability. This course closely covers the professional training objectives and
personnel training specifications, based on the construction workers ' professional
position responsibilities and ability to select the teaching content, make full use of the
school training base and off-campus project education environment and resources,
engineering combination, the "action-oriented" teaching method throughout the
course teaching process, strengthen the core professional ability of students-The
cultivation of organizational ability of construction construction.

3. course content and curriculum structure

3.1 Course Contents:

(1) The content of the course reflects the requirements of professional standards The
builder's job responsibilities require the builder to be familiar with the construction
drawings, be able to compile the construction organization design plan and
construction safety, quality, technical plan, be able to prepare the individual project
schedule and manpower, material plan and machine tools, utensils, equipment
planning, can reasonably plan the layout of the site map.

This course takes the market demand as the logical starting point, takes the
Professional post responsibility-task-work flow analysis as the basis, takes the
enterprise University expert cooperation development as the key, adopts the modular
structure, realizes the course content design and the teaching design innovation.
(2) Organization of course content

This course establishes the selection mechanism of teaching content, combined with
the characteristics of professional position, professional quality, professional ability
and so on, in the teaching content into the new knowledge, new technology, new
technology, materials, new standards and other related content.

(3) Course hours arrangement

Theoretical teaching 44 hours, on-site teaching 2 hours, basic training 42 hours, a total
of 88 hours; see the following table:

Schedule of course hours

distribution of teaching links

Module
content
teaching
Total Theoretical On-site Basic
Hours teaching teaching Training
1 Construction Preparation 8 4 4
Engineering Construction
2 26 20 6
Organization Design
Total design of
3 26 20 2 4
construction organizationl
Special Ability Training
28 28
(dedicated week) ）
Total 88 44 2 42

3.2 Practical Teaching

(1) The relationship between practical teaching and related professional

competence.

Practical teaching link and related professional competence table

Teaching
Practical Training Tasks Professional competence
Module
Module 1 1 Preparation of construction Development of construction
Construction preparation work plan preparation work plan
Preparation
Drawings Triage Practice Participate in drawing triage and
2
Training technical delivery
Preparation of Division
Module 2 3 Construction plan Development
engineering construction Plan
Organization
Prepare the construction
Design of Preparation of construction Progress
4 progress plan of the Division
Unit plan
project
engineering
Construction site Management
construction 5 Construction Floor Plan Design
capability
Module 3 Preparation of construction Progress
6 Develop a network plan
General plan
design of
Construction site Management
construction 7 Construction site Teaching
capability
organization
unit engineering Construction
8 compiling construction engineering
Organization design

(2 ) Schedule of practical teaching content classes

Schedule of practical teaching content classes

Teaching Practical Training In class

Practical Training Content Results
Module Tasks Hours
Preparation of
ifor a practical project, the
construction Planning
1 preparation of construction extracurricular
Module 1 preparation work book
preparation work plan
Construction plan
Preparation For a practical project, group Drawings
Drawings Triage
2 simulation for drawing triage 4 Triage
Practice Training
and imitation of real training Records
Preparation of According to a practical
Module 2 Division project, the construction Construction
3 2
Organization engineering scheme of partial engineering Plan Text
Design of construction Plan is compiled.
Unit Prepare the
Prepare the construction
engineering construction Scheduling
4 schedule of the partial project 2
construction progress plan of the table
for a practical project
Division project
 Design and Construction
Construction Floor
5 layout plan for a practical 2 Drawings
Plan Design
project
Module 3 Preparation of partial
Develop a network Network plan
General 6 engineering network plan for a 4
plan diagram
design of practical project
construction Construction site
7 Visit a construction site 2 Visit report
organization Teaching

for a practical project, the

Unit engineering Construction
preparation of unit engineering
8 Construction 28 Organization
construction Organization
Organization Design
design
design
total 44

4. Teaching methods and means

4.1 Teaching Methods

(1) The teaching method of "three-dimensional"

Basic concepts, design theory to the classroom narrative mainly, with models,
construction drawings, so that students achieve "heavy and practical", difficult to
understand the construction technology, technology and other content of the use of
multimedia courseware or animation and other lively expression techniques to help
students understand, for the more practical content of the use of video, So that
students in the classroom as if into the site, the development of new technologies and
other information, but only ask students to understand the content, through a variety
of media to give students a brief introduction. So that students can understand and
master the basic knowledge, but also can get a lot of information, broaden the
knowledge, and at the same time improve the students ' interest in learning.

(2) Project task-driven teaching method

Taking practical engineering projects as cases to introduce teaching content, the

whole teaching revolves around the solution of work tasks, highlighting the
application of knowledge, guiding students to think autonomously and work
autonomously.

(3) Design and practice combination teaching method

Students are required to complete the practical training tasks corresponding to the
course modules, to take the students ' practice as the main body, the teachers to guide
them appropriately, to intensive, to actively guide students to study independently,
and to apply the knowledge and skills learned to practice, to improve students ' ability
to analyze and solve problems, and to improve students ' practical skills.

(4) Multi-level design of practical training teaching method

According to the work process of the post, there are levels and from shallow to
complete the individual ability training in each stage, and then carry out a full range
of comprehensive ability training, to build a completely open, exercise students
comprehensive quality and ability of the practice environment.

(5) On-site teaching method

In the school, the "site" into the classroom, simulation of the construction scene
training, so that students do not enter the workshop on the sense of the technical
atmosphere of the project, outside the school, the "classroom" built on the site, the
recruitment of capable engineering and technical personnel for the site guidance
teachers, so that teaching, learning, do integration, the formation of school personnel
training.

4.2 Application of modern educational technology

(1) Application of multimedia technology

Make vivid image of multimedia courseware and electronic teaching plan to improve
the effect of classroom teaching.
In the course teaching design, as far as possible to make sound, shape and Mao
Multimedia courseware, to help students understand and digest the boring teaching
content, enhance students ' perceptual understanding, receive good teaching results.

(2) Course Web page Construction

"Building construction" has set up a boutique course Web page, making full use of
network resources (network Classroom) for teaching, training students ' innovative
thinking and self-study ability.

In the course of teaching, teachers constantly recommend similar courses to students

at home and abroad, and provide a series of bibliography to study the course,
encourage students to widely collect information about teaching materials and courses
through the Internet, stimulate students ' enthusiasm for learning, and cultivate
students ' innovative thinking and self-study ability.

(3) Sharing of teaching resources

"Building Construction" multimedia courseware, electronic teaching plan, exercises,

practical training guidance has been sent to the "Building construction" boutique
course Web page, it has become our Institute of Construction Engineering
Technology, engineering cost students to study the construction organization
curriculum of a public resource. In addition, it will become an online platform for
engineers and technicians to learn the knowledge of construction organization.

3. Course Assessment

3.1 Assessment criteria and content

(1) Assessment criteria

Basically, the curriculum assessment system with equal emphasis on theory and
practice has been established, and the syllabus of curriculum assessment has been
formulated, and the evaluation standard should reflect the professional ability as the
core.
(3) The content of the examination

According to the different training contents of the course module, the content of the
examination is mainly embodied in the aspects of attendance, training performance,
quality of training content, problem analysis and resolution ability, defense of
practical training results, review of evaluation results and so on. For example, the
Special ability training assessment form and skills assessment and evaluation of the
whole table.

"Engineering Construction Organization design" Special ability

training Assessment form

Evaluation connotation and ability requirement

Quality of
Attendance Training Training
training Reply
rate performance results
Content
Deduction
Weight points, no 10 50 30 10
points.
1. Late 1. Correct 1. Meet the 1. Answer 1. The
deduction of learning design depth questions text is
2 points, Attitude (4) requirements correctly neat and
absenteeism 2. Positive of the Mission (20) 2. the
Results
deduction of thinking, Book (20) Combining surface is
5 points at a hands-on 2. Reasonable practice clearly
Serial Student time. 2. ability (6) design (20) 3. and expressed
number Name Absent from Application of flexible (7) 2.
school for scientific use (10） Binding in
more than methods (10) order (3)
1/3 hours
this special
ability does
not score.
1
2
3
3.2 The assessment method and the main body

(1) Assessment method According to the division of the course teaching module,
divided into modules for the assessment, not only in the teaching process, the eight
practical training tasks to be arranged, students in the specified time to complete,
according to the Special Ability training assessment form requirements, the use of
written tests, pleadings, operations, reports, production works and other various
assessment methods, to the students to evaluate the results separately; The
achievement evaluation is based on the percentile, at the end of the period, the eight
practical training results multiplied by their weight coefficient summary to obtain the
results of each student's course, the cumulative score in 100~90 is divided into
excellent; 89~80 is divided into good; 79~70 is divided into middle; 69~60 is divided
into passing; and less than 60 is failed.

(2) The subject of examination According to the characteristics of the course, the use
of school teachers, field experts, students assessment and evaluation combined.