Application of Project-Based Learning in the Water Conservancy Engineering Project Management Course
DOI:
https://doi.org/10.66069/ojspub.25360610Keywords:
Project-based learning, Water conservancy engineering, Project management, Teaching reformAbstract
The high-quality development of water conservancy has imposed new demands on talent cultivation. To address the disconnection between theory and practice in the conventional instruction of the Water Conservancy Project Management course, this study comprehensively integrates the project-based teaching approach into the curriculum. The course is characterized by both systematic theoretical foundations and strong practical applicability. Accordingly, a tripartite objective system encompassing knowledge, ability, and quality is established, along with a four-stage progressive project training framework. By embedding authentic engineering scenarios into the teaching process, the approach effectively bridges academic learning and professional practice. This model effectively stimulates students’ learning initiative and enhances their core competencies in areas such as project planning and risk management. It provides an actionable paradigm for pedagogical innovation in the Water Conservancy Engineering Management course and offers valuable references for the assessment, evaluation, and curriculum development of other practice-oriented courses.
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