Innovation in the "148" Split-Classroom Model for Social Science Courses in Engineering Majors—Taking "Urban Economics" as an Example

Abstract

This study applies the split-classroom teaching model to social science courses in engineering disciplines, innovating the instructional practice of Urban Economics for urban and rural planning programs. It implements the 148 split-classroom framework—defined by one core concept (dividing classroom time and content between instructors and students), four stages (Lecture, Self-study, Discussion, Summary, i.e., "PADS"), and eight operational steps (problem introduction, focused lecture with intentional, independent internalization, "Bright-Exam-Help" formulation, group discussion, class-wide presentation, chapter synthesis, and application assessment). Through multi-dimensional data analysis of teaching outcomes, this paper points out the problems existing in the teaching reform of split-classroom and puts forward the corresponding strategies, so as to provide a solid practical basis and landing path for the teaching reform of social science courses in other engineering majors.