Professor Dong Lili, Dean of the School of Architecture and Urban Planning at Chongqing Jiaotong University, National Level Registered Architect, and National Model Teacher for Ideological and Political Education in Courses;Vice Chairman of the Humanities Quality Education Guidance Committee for Ordinary Undergraduate Colleges in Chongqing, Member of the Teaching Guidance Committee for Civil Engineering and Water Conservancy Majors, Director of the Education Branch of the Chinese Architectural Society;She has presided over 1 National First-Class Undergraduate Course and 5 Chongqing First-Class Undergraduate Courses, won 1 second prize and 1 third prize in the National College Teaching Innovation Competition, 1 first prize and 1 second prize in the National College Blended Teaching Design Innovation Competition, and 2 first prizes in the National Digital Art Teaching Innovation Competition;She has also received 1 first prize, 2 second prizes, and 1 third prize in Chongqing’s Teaching Achievement Awards, 2 first prizes, 1 second prize, and 2 third prizes in the National Traffic Education Science Excellent Achievement Awards, among others.
Course Team Introduction
In the past five years, the main members of the course team have been national model teachers for ideological and political education in courses.They have built 14 first-class courses at the provincial and ministerial level or higher (1 national level, 13 provincial level), and 3 ideological and political demonstration courses at the provincial and ministerial level or higher (1 national level, 2 provincial level).
They have undertaken 31 various educational research projects at the provincial and ministerial level or higher. They have taken on 10 Ministry of Education school-enterprise collaborative education projects (Table 4);
They have undertaken 1 of the first batch of new liberal arts research and reform practice projects from the Ministry of Education. They have won 5 teaching achievement awards in Chongqing (1 first prize, 2 second prizes, 1 third prize);
They have won 3 excellent achievement awards in Chinese traffic education science (1 first prize, 2 second prizes);
They have received 10 excellent paper awards from the Chongqing Higher Education Society and Chongqing Higher Education Teaching Research and Reform;
They have won 29 awards in national and provincial-level teaching competitions, including the National College Teacher Teaching Innovation Competition (13 national level);
They have received 11 provincial-level awards for typical cases in the “Big Ideological and Political Course” cultural education. They have published 18 core research papers in Chinese and published 16 works of over 100,000 words.
Course Team Teachers: Liu Hua, Wen Quan, Luo Rongrong, Shi Jingyuan, Yao Yang
Basic Course Information
“Building Awareness – Introduction to Human Settlements” is a foundational course for first-year students majoring in architecture (Architecture, Urban Planning, Landscape Architecture), integrating theory and practice with 3.5 credits (Living Talks – Theory Unit: 24 classroom hours + 12 online hours; Mountain City Impressions – Practice Unit: 32 hours; Cultivating Building in Bayu – Practice Unit: 32 hours)
Course Development History
The course has undergone three iterations of innovation: breaking through tradition – reform practice – transformation and upgrading. It has now completed 7 rounds of blended teaching practice, established provincial-level excellent online open courses, national ideological and political demonstration courses, and national first-class undergraduate courses.
Course Development History
Course Positioning and Objectives
Our university is the only high-level new engineering construction university in the province with a complete architecture major system (Architecture as a national first-class major construction point, Landscape Architecture as a provincial first-class major construction point). “Building Awareness – Introduction to Human Settlements” is the core foundation of the course system of architecture majors, playing a vital role in leading students to understand the connotation of the profession, establish professional cognition, form professional identity, and practice professional mission. Therefore, a course group is constructed to implement multi-course linkage, providing effective support for subsequent professional studies and creating a long-term driving force for professional education.
The course involves various fields related to architecture, including science, engineering, literature, and art, characterized by the integration of science and art, engineering and humanities, aligning with the comprehensive development of morality, intelligence, physical fitness, aesthetics, and labor. It meets the requirements for cultivating high-quality application-oriented “Chinese design” talents with national sentiment, scientific spirit, cultural confidence, professional quality, and international vision, based on Bruno’s cognitive process dimension model and the emotional and action skills domain model, establishing three-dimensional objectives of knowledge, ability, and quality.
Three-Dimensional Teaching Objectives: Knowledge, Ability, Quality
Teaching Issues
Theoretical knowledge is abstract and complex, making it difficult for students to learn independently – One of the teaching pain points is how to ensure that the teaching content is both lofty and easy to understand while also stimulating students’ interest in learning.
Practical training is limited by time and space, making it difficult for students to establish higher-order thinking – Another teaching pain point is how to achieve a teaching method that is both flexible in time and expansive in space while also stimulating students’ enjoyment of learning.
Assessment and evaluation are static and singular, making it difficult for students to sustain their motivation to learn – A third teaching pain point is how to achieve an evaluation that enhances learning motivation and promotes professional passion while also stimulating students’ interests in learning.
Teaching Pain Points
Digital and Intelligent Teaching Innovation
Build a new scene for intelligent learning with a “digital intelligent virtual network” to tell the story of human settlements in China. Utilizing technologies such as the Internet, big data, cloud computing, and artificial intelligence, establish a teaching environment of “data, intelligence, virtual, and network” to enhance awareness of intelligent learning, empower with intelligent technology, and achieve collaborative education.
Digital “Knowledge Graph” + “Problem Graph” assists precise teaching, enhancing the completeness and systematicness of knowledge systems.
Through the knowledge graph, the complete knowledge point system and structure of the course are clearly displayed, helping students better understand and master the course content.
(Global Overview of the Course Knowledge Graph)
At the same time, the knowledge graph can also reveal the connections and contexts between knowledge points, helping students form a systematic knowledge network. From the perspectives of knowledge and problems, combined with knowledge relationships, classifications, themes, and hierarchies, students can grasp the logical structure and teaching semantic relationships among various knowledge points in the course chapters.
(Preview of the Knowledge Graph for the “Green Ecology” Chapter)
Through the Super Star Problem Graph, students can cultivate comprehensive, analytical, and application abilities, where basic questions correspond to related knowledge points, requiring students to memorize and understand basic knowledge, and combinatorial questions direct students to analyze knowledge structures, clarify relationships between concepts, and finally draw conclusions. Complex problems require students to discover the intrinsic relationships between knowledge, rearranging and recombining concepts and rules, making choices, comparisons, and value judgments. The three are linearly related and each relates to knowledge points to assist in the comprehensive application of knowledge.
(Course Problem Graph)
Intelligent Resource Recommendation and Personalized Learning Path Support
Based on the knowledge graph, the intelligent recommendation system can recommend relevant learning resources and materials with Super Star copyright protection according to students’ learning situations and interests. This helps students discover more useful learning resources and expand their knowledge base.
Through the knowledge graph, teachers can develop personalized teaching plans and tutoring schemes based on students’ actual situations and learning needs.At the same time, students can also choose suitable learning paths and resources based on their learning progress and interests.This meets the learning needs of different students and enhances learning effectiveness and satisfaction.
(Personalized Learning Path)
(Intelligent Resource Recommendation)
(Knowledge Graph Statistical Analysis)
AI Intelligent Tutoring Characters and Smart Learning Assistants
Enhance the attractiveness of the course and stimulate interest and enjoyment in learning. By building a virtual simulation project library combined with augmented reality, mixed reality, and virtual games, motivate students’ exploratory learning. Utilizing online learning resources such as “Architecture Senior”, “Future Designer”, and “New Knowledge Satellite Map”, focus on “data, tools, and platforms” to promote the continuous construction of learning communities, achieving resonance between teachers and students, and creating a smart learning community.
By leveraging cloud technology, smart platforms, digital environments, intelligent experiments, simulation projects, and professional software, expand the learning field, create a combination of virtual and real learning environments and perceptual environments, helping students connect with the real environment, triggering genuine emotions, enhancing real skills, and providing comprehensive learning support throughout the learning cycle to tell the story of human settlements in China.
AI-generated images of intelligent tutoring team members
AI-generated intelligent tutoring assistant IP
Future Outlook
Based on the knowledge graph, the reform of the “Building Awareness – Introduction to Human Settlements” course will carry out continuous construction from “course graph – course group graph – major graph – major category graph”, forming systematic and visualized course content, building a digital wisdom resource platform, assisting precise management of the teaching process and personalized planning of learning paths, making teaching innovation full of infinite possibilities and more opportunities.
In the future, knowledge graphs will bring deeper changes and impacts to professional education in breaking down disciplinary boundaries, reconstructing teaching content, digitalizing teaching resources, optimizing teaching processes, and precise teaching evaluations, creating new scenes for intelligent learning and telling the story of human settlements in China, assisting in cultivating talents in human settlement design with greater innovative spirit and practical ability.
The construction of the knowledge graph for the “Building Awareness – Introduction to Human Settlements” course at Chongqing Jiaotong University fully reflects Professor Dong Lili’s team’s innovative spirit and practical ability in the new era of educational reform. Meanwhile, after the completion of the knowledge graph construction for the “Building Awareness – Introduction to Human Settlements” course, it will also be displayed on the new course interface of the course learning silver online, providing more students with learning opportunities and higher quality learning experiences. The Super Star Group will also leverage its strong resource library, resource integration capabilities, and wide influence to promote this high-quality teaching resource to a broader stage.
By integrating a batch of high-quality first-class course resources from the School of Architecture and Urban Planning at Chongqing Jiaotong University and subsequently renovating and upgrading them, continuous construction from “course graph – course group graph – major graph – major category graph” will be carried out, utilizing the multi-dimensional data analysis functions of the platform to improve interdisciplinary integration, dynamically adjust major construction, innovate talent training models, and promote more innovative practices in educational digitalization, jointly advancing the prosperity and development of education in our country.
This article is sourced from: Super Star Pan Ya
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