Opinion

The education sector is striving to further develop teaching contents and methods for training creation-oriented and practical talents.

Our university adjusts the curriculum in a rational way.

For example, the metal engineering faculty sees to it that students have general understandings of their areas of study while studying the outlines of relevant fields in the first year of their admission into the university and choose their objects for research at the end of the year.

Since then, students belong to scientific research groups comprised of lecturers and postgraduates to participate in scientific research activities after school.

The problem here is what they choose for research and how to organize activities of such groups. The faculty manages the relevant course in a pedagogical and methodological way. 

Students assist the other members of the groups with experiments, do the task of selecting, collecting and arranging relevant data and look round the relevant spots so as to acquire the knowledge of their major fields of study and relevant scientific research methods.

This is said to be very effective in conducting basic research to write graduation or degree theses.

The faculty attaches importance to the work to run laboratories, establish databases of major fields and increase the ranks of polyglots.

Students can have more opportunities to experience relevant spots in labs based on VR and AR technologies and easily receive and read the necessary original texts of major fields through well-knit databases.

Their experience shows that if teaching contents and methods are constantly improved in a creative way, it will help train more and better development- and creation-oriented and practical talents.