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https://doi.org/10.62836/jissh.v2i2.561
Zhang, L., Li, J., Duan, L., & Meng, X. (2025). Reform Practice and Exploration of Blended Teaching Guided by Target-Problem Orientation—Taking the Course of Chemical Engineering Principles as an Example. Journal of Integrated Social Sciences and Humanities, 2(2), 1–9. https://doi.org/10.62836/jissh.v2i2.561
Volume 2, Issue 2, 2025

Reform Practice and Exploration of Blended Teaching Guided by Target-Problem Orientation—Taking the Course of Chemical Engineering Principles as an Example

In response to the problems in traditional teaching, low classroom participation, and weak innovative thinking and engineering practice abilities, this study proposes a target-problem oriented blended teaching mode and applies it in the course of Chemical Engineering Principles. This mode takes the “trinity” of value guidance, capability cultivation and knowledge impartation as the teaching objective, and realizes the effective achievement of teaching objectives through the chain circulation and reinforcement of process evaluation constructed by the target-problem oriented teaching mode. The reform measures include organizing teaching with the target-problem oriented teaching mode, reconstructing teaching content, integrating online and offline blended teaching, incorporating life and scientific and technological innovation cases, optimizing chapter addition and subtraction teaching design, matching experiments and training activities, and strengthening process evaluation and assessment. After the teaching reform, students’ practical application ability and innovation ability have been significantly improved, their learning interest and autonomous learning ability have been enhanced, and the quality of course teaching has been obviously improved. The teaching achievements have won awards many times in national and provincial professional competitions and have been promoted in other university.

blended teaching target-problem orientation teaching mode

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Supporting Agencies

  1. Funding: This research was funded by Guangdong Provincial Undergraduate Higher Education Teaching Quality and Teaching Reform Project (Higher Education Teaching Reform), grant number 710136090243; Projects of Talents Recruitment of GDUPT, grant number 2020rc039.