Zhu, a philosopher, educator and poet in the Southern Song Dynasty, said in Zhuzi's Poems: "The more you know, the better you will do;" The more you do, the more you know. " This fully shows that theory and practice are interdependent and mutually reinforcing. Cognition is the premise and guide of practice, and practice will further promote the in-depth development of cognition. Only by combining these two aspects can our teaching activities be more effective. Civil engineering construction is one of the main professional courses of civil engineering undergraduate education. The main teaching content of this course is the basic theory, method and law of civil engineering construction technology and management, and it aims to cultivate students' ability to solve the problems of civil engineering construction technology and construction organization design. Improving the teaching method of civil engineering construction course and improving the teaching effect of this course is an important link to cultivate "outstanding civil engineers" In order to overcome many disadvantages of traditional teaching methods, the author summarizes many years of teaching experience, draws lessons from the research results of similar courses in other universities, and combines the characteristics of civil engineering construction courses to put forward a semi-self-service three-stage teaching method for this course.
1 Shortcomings of traditional teaching methods in civil engineering construction course
The content of civil engineering construction course is theoretical and practical, and the technology develops rapidly. Wide theoretical coverage means that the course covers a wide range of knowledge and is comprehensive. To learn this course well, we should also learn all kinds of basic theory courses well in the early stage. Strong practicality means that the main content of this course comes from the summary of engineering practice, including various construction techniques, construction organization methods and practical operation processes, which directly serve engineering practice; The rapid development of technology means that with the continuous progress of science and technology, new technologies and new processes are constantly emerging in civil engineering construction, and various related standards and specifications are constantly updated and revised, and some knowledge in textbooks will soon become outdated [1]. The above characteristics of civil engineering construction course determine the difficulty of its teaching. The traditional teaching method of "whole course teaching" and "full hall irrigation" will have the following shortcomings [1].
1. 1 It is difficult for teachers to teach students and learn.
At present, teachers majoring in civil engineering in domestic universities have long-term working experience in the front line of construction, and few teachers have a deep grasp of the laws and characteristics of construction technology and construction management and can tell civil engineering construction courses in simple terms and vividly and humorously. Under this condition, the traditional teaching mode will lead to a dull classroom atmosphere, and students will find this course very boring, and it is difficult to have a good teaching effect, resulting in a situation that "teachers teach hard and students learn superficially".
1.2 Teaching is out of touch with practice
Before studying the course of civil engineering construction, students generally have no working experience in construction and lack perceptual knowledge about related knowledge. In this case, the traditional teaching mode, whether using blackboard writing or multimedia teaching, presents static construction technology and construction management knowledge to students on paper, directly transcends perceptual knowledge and learns rational knowledge for students. Teachers feel that they are "an armchair strategist" and students feel that their knowledge is like a castle in the air, which leads to students' lack of knowledge and poor hands-on ability, and they feel quite at a loss when they practice on the spot.
The teaching content of 1.3 can't keep up with the development of architectural technology.
In the existing teaching materials of civil engineering construction courses, some construction techniques and construction machinery have been rarely used in practical projects, or even eliminated long ago. At the same time, new technologies and processes that have been widely used in engineering can not be included in the teaching materials in time. In this way, the knowledge students have learned in the classroom is relatively old, and the knowledge system can't keep up with the development of technology, which affects the quality of training and is difficult to meet the requirements of employers for talents.
2 semi-self-help three-stage teaching content
In view of the characteristics of civil engineering construction course, it is unscientific to completely abandon the traditional teaching methods and adopt the self-service teaching mode of students' independent practice. Therefore, the author puts forward the semi-self-help three-stage teaching method, which aims to make up for the shortcomings of traditional teaching methods, link teaching links with practice links, give play to the role of students' autonomous learning, stimulate students' interest in learning, improve students' practical ability and adaptability, and thus achieve the purpose of significantly improving teaching effect. Semi-self-help three-stage teaching method takes students' semi-self-help learning as the main line, and divides each teaching content unit (according to the specific class hours of the course and the teaching requirements of each chapter) into three stages, of which * * * needs 2 ~ 4 class hours to complete.
2. 1 Phase 1
The first stage is divided into two schemes, and teachers can choose one scheme to implement according to the specific situation, or they can implement both schemes at the same time to achieve the best effect. The first scheme is the recommended scheme, which takes 2 class hours. The main purpose is to let students contact with engineering practice in advance. Before the lecture, the teacher will lead the students to visit the construction site, and the construction content should be related to the teaching content. While visiting the construction site, the teacher explained the relevant construction technology and technology to the students in detail, guided them to learn the methods of quality control and progress control at all stages of construction and how to coordinate the on-site management of good people, materials and machines, inspired them to think about the theoretical basis and cultivated their ability to analyze and solve problems. In this way, students can accept enough perceptual knowledge, lay a good foundation for learning theoretical knowledge, and learn more easily. In order to fully implement the plan, teaching units should actively open up a stable off-campus practice base on the basis of making full use of the school infrastructure construction site. If the practice base is tight, students can be scattered in different practice bases outside the school, which will also help to cultivate students' comprehensive ability. The second scheme is a backup scheme, which is adopted when the field practice conditions are not available or the two schemes are implemented at the same time. This scheme is mainly for students to learn by themselves without taking up formal class hours. Before formal teaching, teachers should put teaching courseware, construction image materials, videos of famous teachers' lectures, key and difficult points, knowledge context diagram and thinking questions in public mailboxes for students to download and learn. At present, you can download classroom videos of professors from well-known universities such as Harbin Institute of Technology and Tongji University explaining civil engineering construction courses, and provide students with these video resources or website links. Among the above materials, the role of construction video is particularly important. It can vividly show the main difficulties of the course, complex construction scenes and technological processes to students, so that students can obtain the most direct and vivid knowledge, help students understand theoretical knowledge and improve their interest in learning. Video design is best in the form of micro-lessons, that is, video design should take knowledge points as the main line, and the length of a knowledge point should be less than 10 minutes to improve students' learning efficiency [2].
2.2 the second stage
The second stage is to deepen students' understanding and mastery of knowledge through the teacher's explanation and help students build a complete knowledge system. This stage takes about 1 class hour. With the first stage of learning, students have a certain degree of understanding of what they have learned. Therefore, in the second stage of teaching, comprehensive selection is required, which content can be used for students' extracurricular study, which content needs to be properly explained in class, and which content needs to be emphasized in class. This paper suggests that the specific explanation content should be mainly aimed at the difficulties of the course. If it is easier for students to learn by themselves, teachers only need to sort out the context of knowledge. In addition, teachers should also introduce the contents of the frontier development in the field of civil engineering construction, the problems that have not been completely solved for a long time, and the new technical requirements and expectations of engineering construction development in the field of architecture. At this stage, teachers should also use blackboard writing, block diagram, multimedia and other teaching methods to help students learn better, strengthen teaching interaction by combining students' questions with teachers' questions, further cultivate students' ability to observe, discover, think and solve problems, stimulate students' innovative desire, cultivate students' innovative consciousness, mobilize students' innovative enthusiasm, provide materials and references for students to carry out innovative practice activities, and achieve the purpose of summarizing and deepening theoretical teaching [3].
2.3 the third stage
The third stage is mainly the discussion and interaction between students, accounting for about 1 class hour. This stage can be achieved in the following two forms. (1) Group discussion. Let the students freely form interest groups of 4 ~ 6 people, and select the group leader to organize and coordinate, so as to realize autonomous management. Through division of labor and cooperation, team members exchange, interact and comprehensively summarize the contents of construction technology or technology learned in this course, and put forward their own views on the learning experience or future application prospect and development trend of this technology or technology, and the results are submitted in the form of small papers. After that, it takes each group of students about 5 minutes to select 1 members and introduce the discussion results of the group in the form of a paper report. The results of students' discussion and specific classroom performance should be included in students' usual grades, so as to realize the division of labor and cooperation between students in the same group and the healthy competition between different groups [4]. (2) Students change their identities and step onto the platform. One of the fastest ways to learn a course is to prepare lessons carefully and explain them in class as a teacher. Students can change their identities, choose a knowledge point to prepare lessons, and go to the podium for about 5 ~ 10 minutes to explain it to everyone, so that the rest of the students can rate its teaching effect. Students can also go to the podium to talk about their own learning experience, or talk about the development of new technologies and new processes in civil engineering construction. During the whole teaching period of civil architecture course, each student can have at least one opportunity to step onto the platform. Experience has proved that students will study hard to prepare lessons in order to teach well, and the rest of the students will pay more attention to lectures than usual. This can improve students' learning effect and stimulate their interest in learning. (3) Teachers should play an auxiliary role in the above-mentioned students' discussion and exchange, strive to create an equal, relaxed and pleasant discussion atmosphere, guide students to establish a scientific and positive cognitive attitude, improve students' multi-level deep learning ability and their ability to obtain, screen and process information from different information sources, promote students' deeper understanding of knowledge, and achieve twice the result with half the effort.
3 advantages of semi-self-help three-stage teaching method
Semi-self-service three-stage teaching method can make the classroom of civil engineering construction return to the cultivation of students' ability, and move a considerable part of the teaching content in the ordinary classroom to extracurricular activities, which can be a practical link, that is, visiting the construction site for internship or taking the initiative to learn. In the classroom, teachers can improve students' understanding and cognition of knowledge through their own explanations, and make students become active implementers of learning through discussion and interaction among students. Students' engineering practice ability, communication ability and teamwork ability can be directly cultivated in the classroom. Teachers have changed from "actors" who simply preach on the podium to "directors" and "coaches" around students in teaching activities, while students have changed from passive "audience" under the podium to active participants in teaching activities [2], and the boring content in the course content is more easily accepted by students. In terms of assessment methods, the semi-self-service three-stage teaching method can comprehensively examine students' ability to comprehensively apply what they have learned to solve practical problems, rather than simply taking exams, which is more in line with the current national requirements for higher engineering education.
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