LüLongyi,GAOWenfang,SUNLi,et al.Water Pollution Control Course Practice: Guided by “Work-Study Integration” in Emerging Engineering Education[J].China Water & Wastewater,2026,42(6):49-56.
Water Pollution Control Course Practice: Guided by “Work-Study Integration” in Emerging Engineering Education
China Water & Wastewater[ISSN:1000-4062/CN:12-1073/TU]
volume:
第42卷
Number:
第6期
Page:
49-56
Column:
Date of publication:
2026-03-17
- Keywords:
- emerging engineering education; the course Water Pollution Control Engineering and Equipment; curriculum construction; industry-education integration
- Abstract:
- Driven by the construction of emerging engineering education and the “dual carbon” goal, aiming at the pain points in traditional teaching such as fragmented curriculum system, weak practical links, insufficient interdisciplinary integration, and single evaluation method, the course Water Pollution Control Engineering and Equipment at Hebei University of Technology has implemented a systematic reform based on the school-running tradition of “Work-Study Integration”, aiming to cultivate composite engineering talents. The four-dimensional interdisciplinary course system of “water quality analysis-process design-equipment integration-intelligent control” has been reconstructed, and the “virtual real combination” teaching method has been innovatively adopted, which combines task driven teaching with virtual simulation technologies such as a 3D simulation system for sewage treatment plants. Furthermore, a three-level industry education integration practice system of “in-school experiments-enterprise internships-research projects” has been constructed. A diversified evaluation and continuous improvement mechanism of “process evaluation + engineering capability certification” has also been established. The teaching reform has significantly improved students’ knowledge application ability, participation in technological innovation, and employment competitiveness, forming a new collaborative education model involving “university-enterprise-research institute”. The relevant teaching achievements have been recognized as excellent examples at the school level and promoted in regional universities, providing a reference paradigm for the construction of environmental courses in the context of emerging engineering education.
Last Update:
2026-03-17