Reform steel structure course design

2 Abstract Focusing on the development of comprehensive abilities and the cultivation of well-rounded talents, this paper presents a reform plan for the steel structure course design following the adjustment of the curriculum. It also highlights key issues that should be addressed when guiding students in their steel structure course design. The goal is to ensure that the revised course design meets the demands of modern engineering education while maintaining high academic standards.

Foreword The higher engineering education system in China has been evolving to meet the needs of the market economy. In response to international academic trends, the Ministry of Education reclassified the original "Construction Engineering" major into "Civil Engineering." This change led to a restructuring of the curriculum, including a reduction in the duration of the steel structure course design from 1.5 weeks to just one week. Despite the shortened time frame, the content and requirements remained unchanged. Therefore, it is essential to develop new strategies and approaches to adapt to these changes and enhance the quality of student learning.

The steel structure course design is a crucial practical component of the civil engineering undergraduate program. It not only prepares students for more advanced courses such as steel structure design and graduation projects but also plays a significant role in shaping their professional skills and career readiness. As future engineers, students must develop a deep understanding of structural systems and the ability to apply theoretical knowledge in real-world scenarios.

Reform Proposals for Steel Structure Course Design First, the objectives of the course design should be diversified. Instead of having all students complete the same project, multiple design options should be provided, such as different types of roof trusses (angle, trapezoidal, herringbone). Each type can have varying load conditions, allowing students to choose based on random selection. This approach encourages exploration and broadens their understanding. Additionally, a seminar session should be held at the end of the course to discuss challenges and solutions, helping both students and instructors gain insights into the learning process.

Second, the course design should reflect real-world engineering practices. While basic studies involve solving unique problems, engineering design requires considering multiple factors such as structural selection, layout, internal force analysis, and economic efficiency. Students should be encouraged to explore various design solutions and optimize them according to the main requirements, thereby developing their engineering thinking and decision-making skills.

Third, the use of computers should be fully integrated into the design process. Computer-aided design (CAD) is now standard in the industry, and students who master these tools will be better prepared for their careers. By using software like STAAD.Pro or AutoCAD, students can significantly reduce drawing time, which is especially important given the compressed schedule. This not only improves efficiency but also enhances their technical proficiency.

During the design process, it's essential to motivate students and foster their creativity. They should be guided to independently search for information, refer to relevant codes and manuals, and gradually reduce their reliance on instructors. However, the design should not be overly detailed in calculations—instead, it should focus on conceptual understanding and problem-solving skills. This helps students build confidence and independence in their learning journey.

Additionally, students should be taught to develop conceptual design abilities. Rather than focusing solely on precise calculations, they should understand the overall structural system and its components. This enables them to make informed decisions quickly and evaluate the reliability of computer-generated results during construction phases.

Time management is also critical. With the reduced design period, instructors should carefully plan the timeline, breaking the project into manageable stages. This ensures that students can complete tasks efficiently without compromising quality.

Another important aspect is improving students' ability to express their designs clearly on paper. Many students struggle with visualizing structural elements and placing connections correctly. To address this, they should be encouraged to study construction manuals and understand the specifications outlined in building codes. Clear drawings not only help reviewers but also ensure that construction teams interpret the design accurately.

Finally, the course design should serve as an opportunity to enhance students' communication skills. Many students lack confidence in presenting their work, which affects their performance in interviews and professional settings. Adding a small-scale defense or presentation session after the design phase can help them practice articulating their ideas, improving their logical thinking and verbal expression.

Furthermore, instructors must closely monitor the progress of each student to avoid plagiarism or superficial work. Regular check-ins and feedback are essential to maintain the integrity of the design process and ensure that all students meet the required standards.

In conclusion, this paper summarizes years of experience in teaching steel structures and outlines reform strategies for the course design under current educational conditions. The course design is a vital part of the curriculum, and continuous refinement is necessary to meet the evolving needs of engineering education. Through structured planning, technological integration, and student-centered learning, we can better prepare the next generation of civil engineers.

References: Chen Shaofan. *Steel Structure*. Edited by Xi'an Metallurgical and Architectural College. Wei Mingzhong. *Steel Structure 1*. Wuhan University Press, 2000. Jiang Hernia (Editor-in-Chief). *A Handbook for Thesis Design for Graduation Projects*. Beijing Higher Education Press, 1999. Lu (Editor-in-Chief). [Incomplete reference].

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