Exploration and Practice of a Multimodal Collaborative Teaching Model: A Case Study of the “Silicate Petrology” Course

Abstract

Silicate Petrology is a foundational course in the Engineering of Inorganic Non-Metallic Materials program, essential for equipping scientists and engineers with the professional knowledge required for research and production in inorganic materials. Traditional teaching methods have faced significant challenges, including misalignment with industry needs, lack of relevance, limited student engagement, and inadequate objectivity, all of which hinder the development of innovative, application-oriented talent. In response, the course team implemented the principles of New Engineering Education, emphasizing “Outcome-Based Education (OBE)” and “Course Ideological and Political Education (CPE)” to align the curriculum with industry advancements and disciplinary demands. This restructuring led to a teaching model defined by “One Core, Three Phases, Five Modules, and Full Process.” This student-centered model integrates OBE, CPE, blended learning, and virtual simulations to form a collaborative, modular approach. Additionally, the “Two-Dimensional Multi-Aspect” evaluation method promotes higher-order skill development and a holistic educational experience. The revised model has been successfully implemented, demonstrating significant impact and widespread applicability.