Proceedings of the 3rd International Conference on Educational Innovation and Multimedia Technology, EIMT 2024, March 29–31, 2024, Wuhan, China

Research Article

The Progressive Project-based Teaching Practice for Process Equipment and Control Engineering

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  • @INPROCEEDINGS{10.4108/eai.29-3-2024.2347709,
        author={Yansong  Tan and Lilan  Gao and Lu  Yang and Tao  Li and Qijun  Gao and Huijun  Wang},
        title={The Progressive Project-based Teaching Practice for Process Equipment and Control Engineering},
        proceedings={Proceedings of the 3rd International Conference on Educational Innovation and Multimedia Technology, EIMT 2024, March 29--31, 2024, Wuhan, China},
        publisher={EAI},
        proceedings_a={EIMT},
        year={2024},
        month={6},
        keywords={progressive project teaching non-linear learning process equipment and control engineering course group},
        doi={10.4108/eai.29-3-2024.2347709}
    }
    
  • Yansong Tan
    Lilan Gao
    Lu Yang
    Tao Li
    Qijun Gao
    Huijun Wang
    Year: 2024
    The Progressive Project-based Teaching Practice for Process Equipment and Control Engineering
    EIMT
    EAI
    DOI: 10.4108/eai.29-3-2024.2347709
Yansong Tan1, Lilan Gao1,*, Lu Yang1, Tao Li1, Qijun Gao1, Huijun Wang1
  • 1: Tianjin University of Technology
*Contact email: gaolilan780921@163.com

Abstract

In the context of the information age and engineering education, higher education is currently facing challenges and opportunities to transform from traditional to the-state-of-art teaching and learning methods. The development of new teaching and learning methods are of great significance for professional development and talent cultivation. Besides, the systematical integration of diverse teaching methods and learning approaches is a future development trend to effectively improve the education quality. The Process Equipment and Control engineering Department carried out an education project by integrating the progressive project teaching method with a non-linear learning approach. The project was achieved by constructing a ‘Design Recognition- Design Drawing- Design Mastery’ gradient learning framework for based on three applied practical courses, namely, ‘Process Equipment CAD’, ‘Professional Design’, and ‘Process Integrated Equipment’. Its application can comprehensively enhance students' abilities in process engineering system and equipment design through a progressive teaching and learning process that first recognition, followed by drawing, and finally mastering and application for related design plans, which in turn optimizes the overall development of the discipline and elevates the quality of talent cultivation.