Exploration of Green Building Innovation Practice: Construction
Engineering Management
Abstract
With Chinese President
Xi’s commitment to “carbon peak and carbon neutrality” to the international
community at the 75th United Nations General Assembly, the teaching of
practical courses of construction engineering management has faced major
challenges. In view of the current problems that the setting of practice course
content and evaluation indicators in the training program of construction
engineering cannot effectively deal with the " carbon peaking and carbon
neutrality goals ", this paper puts forward reform strategies of
curriculum teaching methods such as the “four stage, full cycle progressive
green building practical ability training system”, and the "multi module
practical" green building core teaching system, and the "online +
offline" integrated teaching mode exploration, and diversified curriculum evaluation
mechanism, etc. This paper also makes appropriate adjustments from the aspects
of professional practice teaching content setting, teaching methods and
evaluation mechanism, so as to meet the new requirements of "carbon
peaking and carbon neutrality goals" for construction engineering
management majors.
Keywords
Carbon peaking and carbon neutrality goals, Construction Engineering Management, green building, teaching reform
1.
Introduction
With Chinese President Xi’s commitment to “carbon peak
and carbon neutrality” to the international community at the 75th United
Nations General Assembly, the teaching of practical courses of construction
engineering management has faced major challenges. At present, the setting of
practical course content and evaluation indicators in the training program of
construction engineering cannot effectively guide students to understand the
aspects of Construction Engineering Management in essence, so as to make a
positive contribution to the realization of the “carbon peaking and carbon
neutrality goals ". Therefore, it is necessary to make appropriate
adjustments in the setting of professional practical teaching content, teaching
methods and evaluation mechanism to meet the latest requirements.
2.
Analysis on
the current situation of practical curriculum and evaluation mechanism of
Architectural Specialty under the background of “carbon peaking and carbon
neutrality goals”
·
Proposal of “carbon
peaking and carbon neutrality goals”
On September 22, 2020, President Xi
announced at the general debate of the 75th United Nations General Assembly
that China would strive to achieve carbon peak by 2030 and carbon neutrality by
2060. Subsequently, in March 2021, the fourth session of the 13th National
People's Congress adopted the 14th five year plan for the national economic and
social development of the people's Republic of China and the outline of
long-term goals for 2035, formulated an action plan to peak carbon emissions by
2030, and put forward specific measures to achieve carbon neutrality by 2060.
So far, carbon emission analysis has been started in the fields of power /
heat, industry, transportation, agriculture and so on, and carbon emission reduction measures have been put forward and
preliminary practice has been carried out. Of course, this also includes the
field of construction engineering.
·
Analysis on
the current situation of practical curriculum and evaluation mechanism of
Construction Engineering Management major
At present, the practical courses in the training
program of construction engineering management are mainly through embedding the
"green building" module in the relevant courses such as introduction to housing construction and BIM
application, building and decoration
materials, architectural design and
BIM application, as well as junior students' on-the-job internship to
participate in environmental pollution control facilities (such as sewage
treatment plants), introduction to the operation process and explanation of
common problems in the process of productive operation, enable students to
achieve the set curriculum goals.
Taking the practical course "architectural design and BIM application" of construction
engineering management as an example, by embedding relevant laws and
regulations, technical measures, engineering cases, green building evaluation
methods, etc., this course mainly enables students to clarify the professional
orientation, professional value orientation and professional responsibility of
architectural designers, and to be familiar with the technical measures, laws
and regulations, standards and specifications of green and low-carbon buildings
in architectural design, as well as to understand the internal relationship
between professional engineering practice and social sustainable development,
and be able to evaluate the impact of green building engineering practice on
environmental and social sustainable development. At the same time, it enables
students to understand the research direction and development trend of green
building issues at China and abroad, pay attention to the frontier of green
building issues, understand the bottleneck of green building development, and
organically combine social development, discipline development and self-development.
Although the current practical curriculum can basically
meet the requirements of the green construction industry for the achievement of
students' basic abilities, it does not reflect the substantive connotation of
the realization of "construction engineering management" and "
carbon peaking and carbon neutrality goals ", that is, students cannot
intuitively understand how construction engineering management can make a
positive contribution to the achievement of "double carbon goals",
which needs to be adjusted.
In addition, at present, the teaching method of the
course is traditional offline teaching and the evaluation method is also very
conventional. Take the course of "on-the-job internship" as an
example; the evaluation of internship is composed of four parts: practice
diary, practice report, attendance, and tutor evaluation, which are evaluated
by giving different weights to the four parts.
Through years of practice, we believe that this
teaching method and evaluation method have limitations. We can only grasp
students' understanding of key knowledge points from a macro perspective, but
we cannot accurately evaluate students' real mastery. At the same time, the
whole practice process cannot effectively mobilize students' subjective
initiative and creative thinking, which needs to be improved.
3.
Teaching
method reform strategy of green building innovation practice course for
Construction Engineering Management majors under the background of "carbon
peaking and carbon neutrality goals"
·
Teaching reform
background
In the context of "carbon peaking and carbon
neutrality goals", in order to enable students majoring in Construction
Engineering Management to have a deeper understanding of the substantive
connotation of the realization of the goals of "Construction Engineering
Management" and "carbon peaking and carbon neutrality goals", in
addition to carrying out practical courses teaching with green building modules
such as green building laws and regulations, interpretation of green building
standards, green building materials and green building technology, teaching
reform needs to be further refined,
as to enable students to have a deeper understanding of the positive
contribution of construction engineering to the achievement of the "carbon
peaking and carbon neutrality goals".
According to the "14th five year plan" for
building energy conservation and green building development plan issued by the
Ministry of housing and urban rural development in March 2022, during the
"13th five year plan" period, the energy conservation of new
residential buildings in cities and towns in severe cold regions reached 75%,
and the cumulative construction area of ultra-low and near zero energy
consumption is nearly 100million square meters, and the energy-saving transformation
area of existing residential buildings is 514 million square meters, and the energy
saving renovation area of public buildings is 185 million square meters, and
the renewable energy substitution rate of urban buildings reaches 6%. By the
end of 2020, new green buildings in cities and towns nationwide accounted for
77% of the new building in the year, with a cumulative green building area of
more than 6.6 billion square meters, a cumulative energy-saving building area
of more than 23.8 billion square meters,
energy-saving buildings accounting for more than 63% of the civil building area
in cities and towns, and newly constructed prefabricated buildings accounted
for 20.5% of the new building in cities and towns in the year. The tasks set by
the State Council and the goals of the 13th five year plan for building energy
conservation and green building development have been successfully completed.
The construction industry is a major energy consumer,
but also has great potential for carbon emission reduction. Therefore, through
the analysis of carbon emission sources, the analysis and practice of carbon
emission reduction measures in the construction industry, actively promote the
low-carbon transformation of the construction industry, which is conducive to
the realization of the "carbon peaking and carbon neutrality goals”. The
"14th five year plan" period is the first five years of the new
journey of building a modern socialist country in an all-round way. It is a
critical period for the implementation of the carbon peak by 2030 and the
carbon neutrality goals by 2060. The development of building energy
conservation and green buildings is facing greater challenges and important
development opportunities.
·
Teaching
reform strategy
·
Four stage,
full cycle, progressive green building practical ability training system
Take the teaching system as the carrier and the
teaching mode as the means to build the four stages, full cycle progressive
green building practical ability training system, as shown in Figure 1. In the
first stage, for the group of lower grade students, the first classroom that
keeps pace with the times is carried out to promote the absorption of
knowledge, and the salon exchange in the second classroom is carried out to inspire
learning interest; The second stage is to introduce real scientific research
and engineering projects into the classroom and carry out a series of
"theory + practice" teaching links for middle and senior students; In
the third stage, for the group of senior students, gradually promote the
integration of teaching, science and production, and actively expand practical
projects to cooperative design institutes and enterprises; In the fourth stage,
for the group of graduates, provide graduates with opportunities to contact the
front line of green building design, effectively connect teaching, scientific
research and engineering practice, and provide a strong guarantee for the
cultivation of students' innovative practical ability.
Figure 1 the four stages, full cycle progressive green building practical ability training system
·
"Multi
module practical" green building core teaching system
Take the cultivation of innovative design ability of
green buildings as the vital means, serialize the knowledge framework and
refine the links of ability cultivation. In the process of ability training,
all relevant courses are modularized according to different ability training
needs to build a "multi module practical" core teaching system, as
shown in Figure 2. "Multi module" means that in the whole teaching
system, the key points of knowledge are summarized and integrated into mutually
independent module units such as "principle", "technology",
"design" and "practice" to some extent, and the
professional knowledge points of green building are introduced on the basis of
modularization, so as to systematically and solidly implement the key points of
green building knowledge and improve the knowledge structure. Among which,
"practical" is a diversified teaching system composed of sub modules
such as simulated innovation and application, in class and out of class college
students' innovation and entrepreneurship practice activities, teachers'
vertical and horizontal scientific research topics, green building design
competitions and enterprise project practice activities, etc.
Figure 2 Schematic diagram of "multi module practical" core teaching system of green building
The teaching system should pay attention to the
platform construction of innovation training, through the combination of
different module courses and the selection of practical tasks, put forward innovative thinking, methods and
ability training objectives in class as well as in practical projects,
strengthen students' green building design intention, and then improve the
green building design level and innovation ability. The teaching system should
also pay attention to the platform construction of practical training, promote
by topics, projects, competitions, etc., guide students to study purposefully according
to their personal interests and abilities, ensure the development of
Diversified Practical Training under the personalized teaching guidance of
teachers, and deal with diversity in the time and space of communication, so as
to achieve the purpose of layered training.
·
Exploration
of the new teaching mode of "Online + offline" integration
As a practical
course, the current teaching objectives are achieved mainly through on-site
visits, designers' introduction and offline practice such as architectural
project design learning. However, compared with a single offline practice,
online practice has the dual advantages of "time and resources", that
is, students can use fragmented time to improve their ability, which is also in
line with the new habits of contemporary young people. Based on this, practical
courses can try to change the traditional teaching mode of using a single
offline teaching, and try to use the new mode of "Online + offline"
integrated teaching, that is, the teaching of practical courses is still
carried out mainly through offline practice, supplemented by a certain amount
of "online practice", so that students can truly improve their
ability while achieving teaching goals. For example, Shanghai Urban
Construction Vocational College has carried out the exploration of "school
enterprise association" cloud internship courses for many years. Some
excellent resources can be opened to students for free, which provides strong support
for the completion of "online practice" content to a certain extent.
"Online + offline"
integrated teaching is the development trend in the future. This teaching mode
can be fully adopted in the practical courses of Construction Engineering
Management major under the background of "carbon peaking and carbon
neutrality goals". Through course learning, students' ability can be
effectively improved.
·
Diversified
course evaluation mechanism
At present, the evaluation method of practical courses
of construction engineering management major in Shanghai urban construction
vocational college consists of four parts: practice diary, practice report,
attendance and tutor evaluation. The weights of different practical courses are
different. Take the evaluating of graduation practice courses for example, the
weights of practice diary, practice report, attendance and tutor evaluation are
20%, 50%, 10% and 20% respectively. From the above evaluation methods, it can
be seen that the internship report has the largest weight. However, students'
creativity and subjective initiative cannot be brought into full play in the
process of writing the internship report, which has certain defects.
In view of the above problems, according to the course
content setting and the new mode of "Online + offline" integrated
teaching, we can try to adopt a diversified evaluation mechanism to strengthen the process evaluation, and that is,
the individual evaluation is carried out according to the modularization.
Students can continue to learn the subsequent modules only after the previous
module meets the evaluation requirements and passes the evaluation; besides, in
addition to offline assessment, you can also try the "offline +
online" synchronous assessment mode. Offline learning adopts modular
assessment, while online learning adopts online assessment. Teachers set
corresponding assessment questions according to online practical learning
content, and students carry out online assessment immediately after
participating in online learning; In addition, students are encouraged to
participate in design competitions and college students' innovative training
based on the teaching content, and the practical training results can be
converted into course evaluation performance based on the project level, which
can be used as an additional item of students' course evaluation, so as to
encourage students to actively participate in scientific research projects,
apply for major innovation projects, participate in green building design
competitions, etc., and promote autonomous teaching through performance
evaluation.
4.
Conclusions
Under the background of "carbon peaking and carbon
neutrality goals", it brings great challenges to the practical course
teaching of construction engineering management specialty. Only by setting the
teaching content reasonably and adopting the corresponding evaluation
mechanism, can students correctly understand the substantive connotation of
"construction engineering management" and "carbon peaking and
carbon neutrality goals”. Therefore, we should build a four stage, full cycle
progressive green building practical ability training system, take the
"multi module practical" green building core teaching system as the
starting point, use the "Online + offline" integrated teaching, and
combine the offline modular evaluation and online evaluation, the
transformation of training results and other diversified evaluation methods, so
that students' ability can be further improved while achieving the curriculum
teaching objectives. This is in line with the concept of engineering education,
which is oriented by students' output and aimed at improving students'
comprehensive quality and ability.
5.
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