Reform and Practice of the Course “Road Engineering Construction Technology and Organization” Based on Smart Classroom

Abstract

Smart classroom is an inevitable result of the deepening integration of new-generation information technology and education means, and it is an unavoidable choice of university education informatization in the intelligent era. The Bridge-in, Outcomes, Pre-assessment, Participatory Learning, Post-assessment, and Summary (BOPPPS) model is used to construct the effective teaching mode of a smart classroom based on the analyses of the connotation and characteristics of a smart classroom, and the teaching reform and practice are carried out on the “Road Engineering Construction Technology and Organization” course. Through a questionnaire survey, it is found that the construction of a smart classroom effective teaching model can fully mobilize students’ learning enthusiasm and improve the efficiency and effectiveness of students’ learning.