The Teaching Reform Path and Practical Exploration of Soil Mechanics Course under the Background of AI Empowerment

Abstract

As a compulsory core basic course for civil engineering majors in civil engineering schools, soil mechanics undertakes the teaching function of connecting basic mechanics theory with geotechnical engineering field practice. The course itself has the dual attributes of abstract theoretical derivation and engineering application. In the long-term first-line teaching process, it is found that the traditional classroom solidified teaching mode is difficult to adapt to the current talent training needs. One-way theoretical teaching, the disconnection between theoretical content and engineering site, the single level of practical training, and the one-sided assessment and evaluation standards continue to restrict the effect of classroom education. After two rounds of practice in the whole teaching cycle, this reform has alleviated the teaching problem of the separation of theoretical knowledge and engineering application to a certain extent. The comprehensive ability of students to analyze geotechnical engineering problems independently, classroom workshop hands-on test and numerical simulation modeling has been significantly improved. The optimization idea formed in this study is only applicable to the teaching scene of civil engineering specialty in local application-oriented undergraduate colleges. Colleges and universities with different school-running levels and different regional geological characteristics still need to adjust and optimize their own school-running conditions when drawing lessons from them. The practical scheme formed can provide reference ideas for the teaching optimization of similar engineering basic courses.