工程教育作为大一新生接触专业的第一步,应当以工程体验为主导,综合考虑社会需求、专业需求及学生自我需求。“工程导论”课程作为一类新生工程体验课程,旨在面向大一学生设置真实问题情境,激发兴趣,驱动其主动进行知识构建、应用,实现深度学习,为未来的工程学习做准备。本文以华南理工大学广州国际校区为例,介绍新生“工程导论”课程在教学理念、课程目标、内容、教学组织形式及考核方式等方面采取的改革举措。结合课程评分与学生自评结果,从客观与主观角度评价课程实施情况,发现目前存在问题并提出下一阶段的对策:合理化课程目标、推动理论与实践双向互动、强化“支架式”教学方式、优化问题情境及完善一体化课程体系等。

Under the current education mechanism, the first-year education system often fails to effectively motivate students to acquire professional knowledge or set their professional learning goals. The development of engineering skills, literacy, and critical thinking requires time. Therefore, to cultivate future-oriented engineering talents who meet the era's requirements, it is essential to optimize the existing first-year engineering education system. This optimization would enable students to gain the general framework of the discipline and stimulates their interest through real engineering experiences. The “Introduction to Engineering” course for freshmen, as a kind of first-year engineering experience, which applies entry-level projects as the main thread and establishes real-problem situations, can balance engineering experience and learning depth. This balance drives freshmen to actively engage in knowledge architecture, apply knowledge to solve problems, and develop in-depth learning. Notably, the “Introduction to Engineering” course for freshmen features “learning by doing”. Thus, it should provide students with adequate “scaffolding” at each stage of course implementation. The strategies adopted mainly include linking to appropriate situational materials, promoting students' thinking demonstration during the learning process, facilitating in-depth interaction, and implementing evaluation methods directed at evidence description. This paper examines the reforms implemented in the “Introduction to Engineering” course for freshmen at the Guangzhou International Campus of South China University of Technology. These reforms span across teaching concepts, goals, course content, teaching organization forms, and assessment methods. This paper assesses the course implementation from both objective and subjective viewpoints, integrating course ratings with student self-assessment outcomes. It analyzes the course assessment scores of 104 students from the 2021 and 2022 cohorts for teacher and peer evaluations, and the questionnaire self-assessment results of 85 students from these cohorts for student evaluations. The findings show that teacher and peer evaluations are consistent with student self-assessments, revealing: (1) higher scores and positive feedback from students on practical sections, highlighting group cooperation, flipped reporting, and project completeness; (2) an annual increase in scores. However, challenges persist: (1) students feel they fall short of achieving course objectives; (2) a perceived lack of instructional support during the learning process; (3) lower scores in theoretical knowledge; (4) a discernible lack of innovation in course projects, with the engineering innovation component receiving notably low evaluations.These findings suggest several issues with the course, including unreasonable teaching goal setting,a weak link between theory and practice, insufficient support during the learning process and a need to improve engineering innovation training. The paper concludes by proposing targeted construction strategies for the next stage, including rationalizing teaching goals, promoting two-way interaction between theory and practice, strengthening “scaffolding” teaching instruction, optimizing problem situations and improving the integrated curriculum system based on a series of progressively challenging design-implement experiences, etc.This study focuses on first-year engineering education, which is generally ignored, advocating for reform in the initial year of college. It proposes the establishment of first-year engineering experience to encourage freshmen to engage in immersive engineering learning. In the process, we scrutinize the existing course structure, identify issues, and suggest targeted improvements. Further exploration is required to optimize the engineering education system, starting from the first year and extending through the entire undergraduate stage, via practical and effective pathways. In conclusion, we underscore the importance of engineering experience to ensure students can understand engineering learning, inspire learning interest and apply their knowledge to solve real-world engineering problems. We anticipate that such reforms could have profound implications for engineering education, better preparing students for their future engineering careers.