Abstract
In the Concrete Mechanics course, traditional teaching methods, due to their singularity and lack of interactivity, can no longer meet the demands of modern engineering education. This paper explores the application of diversified teaching methods in the Concrete Mechanics course and evaluates their effects. By introducing various teaching methods such as flipped classrooms, project-based learning, cooperative learning, and case teaching, we conducted a detailed analysis of students' learning interests, knowledge mastery, and comprehensive quality. The research results show that diversified teaching methods significantly improve students' learning effectiveness and classroom engagement. Some challenges encountered during implementation and corresponding solutions are also proposed, providing valuable references for future teaching reforms.
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