Research on Teaching Reform of Hydraulics Course Based on Numerical Simulation

Abstract

Hydraulics is a core fundamental course for water resources–related majors, characterized by an abstract theoretical system and strong engineering applicability. To address the disconnection between theory and engineering practice in traditional teaching, this study proposes a reform plan that systematically integrates numerical simulation technology into the hydraulics curriculum. By constructing a “theory–simulation–application” integrated teaching model and using typical hydraulic structures as carriers, the reform reconstructs course content, innovates teaching methods, and optimizes the evaluation mechanism. The reform focuses on representative hydraulic structures such as gates, dams, weirs, and water conveyance systems, and designs hierarchical numerical simulation teaching cases. Through case-driven learning, project-based practice, and tiered instruction, students’ engineering analysis abilities are effectively enhanced. This reform significantly improves students’ understanding of complex flow phenomena, their proficiency in numerical tools, and their competence in solving engineering problems, providing a practical and operable pathway for curriculum reform in water resources engineering education.