Exploration and Practice of Teaching Reform in Multi-story and High-rise Building Structure Design under the Concept of Integration of Science and Education

Abstract

The rapid evolution of civil engineering and the increasing need for interdisciplinary expertise have highlighted significant shortcomings in traditional teaching methods for multi-story and high-rise structural design courses. These shortcomings span teaching content, pedagogical approaches, and practical training. In response, the integration of scientific research and education has emerged as a promising direction for curriculum reform. Grounded in an analysis of the current state of these courses, this study pinpoints core challenges and proposes a reform model centered on a "research-driven teaching" philosophy.The proposed reform is operationalized through several key initiatives: the reorganization of course modules, the introduction of illustrative research cases into the classroom, and the joint development of hands-on training platforms with industry partners. This multi-faceted approach aims to foster teaching innovation and enhance student learning. To assess the viability of this model, we conducted a comprehensive evaluation of the course outcomes. Our findings demonstrate that the research-driven approach not only strengthens students' structural design capabilities and research skills but also effectively cultivates innovative thinking and improves their competence in practical engineering contexts. Consequently, this reform framework offers a valuable reference for the ongoing enhancement of multi-story and high-rise structural design education.