TY  - JOUR
AU  - Dong, Yiqie
AU  - Wei, Na
AU  - Lu, Haijun
PY  - 2026
DA  - 2026/03/04
TI  - A Preliminary Study on the Teaching Reform of Course Case Database
JO  - Frontiers in Educational Innovation and Research
T2  - Frontiers in Educational Innovation and Research
JF  - Frontiers in Educational Innovation and Research
VL  - 2
IS  - 1
SP  - 1
EP  - 7
DO  - 10.62762/FEIR.2026.874830
UR  - https://www.icck.org/article/abs/FEIR.2026.874830
KW  - case-based teaching
KW  - engineering practice-oriented
KW  - teaching reform
KW  - application of new technologies
AB  - To address the core challenges identified in the course "New Technologies in Water Technology and Engineering"—specifically, the abstract nature of theoretical knowledge, limited relevance of existing case studies, and inadequate development of practical competencies—a customized teaching case library was developed. This initiative followed a structured four-stage methodology: knowledge decomposition, case selection, adaptive design, and solution coordination. Encompassing eight major emerging technology domains, the case library was constructed under three guiding principles: strict alignment with curricular objectives, sustained technological focus, and progressive skill advancement. Its architecture integrates four cohesive modules (technical background→process design→ problem-solving→extended thinking), ensuring comprehensive coverage of core curricular components. Implementation of the case library in teaching yielded substantial improvements: classroom interaction rates increased from 57% to 88%, while satisfaction rates regarding the clarity of new technology principles, course practicality, and teaching innovation rose to 92%, 94%, and 91%, respectively. The average score on final comprehensive design questions improved from 77 to 83.5, and the pass rate for engineering application questions concerning new technologies increased from 68% to 89%. This case library, along with its associated pedagogical reform framework, effectively bridges the gap between theoretical instruction and practical application. It provides a replicable model for similar emerging technology courses and exemplifies the advancement of industry–education integration in engineering education.
SN  - 3068-5664
PB  - Institute of Central Computation and Knowledge
LA  - English
ER  - 

@article{Dong2026A,
  author = {Yiqie Dong and Na Wei and Haijun Lu},
  title = {A Preliminary Study on the Teaching Reform of Course Case Database},
  journal = {Frontiers in Educational Innovation and Research},
  year = {2026},
  volume = {2},
  number = {1},
  pages = {1-7},
  doi = {10.62762/FEIR.2026.874830},
  url = {https://www.icck.org/article/abs/FEIR.2026.874830},
  abstract = {To address the core challenges identified in the course "New Technologies in Water Technology and Engineering"—specifically, the abstract nature of theoretical knowledge, limited relevance of existing case studies, and inadequate development of practical competencies—a customized teaching case library was developed. This initiative followed a structured four-stage methodology: knowledge decomposition, case selection, adaptive design, and solution coordination. Encompassing eight major emerging technology domains, the case library was constructed under three guiding principles: strict alignment with curricular objectives, sustained technological focus, and progressive skill advancement. Its architecture integrates four cohesive modules (technical background→process design→ problem-solving→extended thinking), ensuring comprehensive coverage of core curricular components. Implementation of the case library in teaching yielded substantial improvements: classroom interaction rates increased from 57\% to 88\%, while satisfaction rates regarding the clarity of new technology principles, course practicality, and teaching innovation rose to 92\%, 94\%, and 91\%, respectively. The average score on final comprehensive design questions improved from 77 to 83.5, and the pass rate for engineering application questions concerning new technologies increased from 68\% to 89\%. This case library, along with its associated pedagogical reform framework, effectively bridges the gap between theoretical instruction and practical application. It provides a replicable model for similar emerging technology courses and exemplifies the advancement of industry–education integration in engineering education.},
  keywords = {case-based teaching, engineering practice-oriented, teaching reform, application of new technologies},
  issn = {3068-5664},
  publisher = {Institute of Central Computation and Knowledge}
}