Research on Curriculum Reform for the Teaching of Silicate Petrology Based on the ‘Two Properties and One Degree’ Standard to Establish Multi-Element Coordinated Coupling

Abstract

Silicate Petrography is a foundational course in the field of inorganic non-metallic materials. Traditional teaching methods for this course often involve a large volume of content, abstract concepts, and complex theories, which can be difficult for students to grasp. Addressing these challenges through a blended online and offline teaching model has become a key objective in the current curriculum reform for Silicate Petrography. In response, the course has been redesigned based on the “Two Properties and One Degree” standard, with a student-centered approach. The course objectives and content modules have been restructured to enhance its “high-level” nature. Diverse and “innovative” teaching elements, along with secondary construction of implementation modules, have been seamlessly integrated. Additionally, a multi-level assessment and evaluation system, referred to as the “challenge” module, has been developed and implemented. These efforts aim to achieve comprehensive goals in knowledge, skills, and personal development. After being implemented in teaching practice, the redesigned course has shown promising results, providing a valuable reference and model for the reform of other engineering courses at our university and across the province.