Welcome to Francis Academic Press

Frontiers in Educational Research, 2024, 7(5); doi: 10.25236/FER.2024.070529.

Diversified Blended Teaching Innovation and Practice of Comprehensive Education—For Science and Engineering General Studies in China


Jiayi Jin1, Hao Chen1, Yafei Huang2, Jun Yang1, Jinjing Sun1, Jiayi Zhao1, Yan Cui3

Corresponding Author:
Yan Cui

1School of Energy and Power Engineering, University of Shanghai for Science and Technology, Shanghai, China

2School of Electrical & Power Engineering, Changsha University of Science and Technology, Changsha, China

3College of Communication and Art Design, University of Shanghai for Science and Technology, Shanghai, China


As an effective way to implement engineering literacy education in universities of science and engineering, general-comprehensive education has distinct features in shaping values and cultivating found talents. However, the existing traditional teaching methods, which emphasize ‘teaching’ rather than ‘education’, have posed several problems in promoting general-comprehensive course teaching in universities of science and engineering. These problems are mainly related to course teaching methods, teaching contents, teaching forms, management systems, top-level design, faculty construction, the contradiction between general and professional education, and teaching methods. With the ‘Numerical Simulation of Computational Fluid Dynamics Training Course’ in University of Shanghai for Science and Technology as an example, this paper investigates the teaching and learning model for developing moral, general and comprehensive courses in universities of science and engineering, and a teaching system with the main line of "Research, Preview, Discussion, Practice, Assessment" is constructed. Moreover, it performs a pathway analysis from the teaching methods, contents and forms to achieve the reform goal of establishing a solid foundation and wide caliber for general education. The general education of universities of science and engineering should take advantage of their own disciplinary characteristics and resources to build a "student-centered" multi-modal and blended curriculum system for general courses. Moreover, with online and offline teaching resources and management methods, they should integrate the concept of education into the whole process of course teaching, thus providing a reference for cultivating versatile interdisciplinary talents who can adapt to the international community.


General-comprehensive education, Student-centered, Teaching model, Universities of science and engineering, Computational fluid mechanics

Cite This Paper

Jiayi Jin, Hao Chen, Yafei Huang, Jun Yang, Jinjing Sun, Jiayi Zhao, Yan Cui. Diversified Blended Teaching Innovation and Practice of Comprehensive Education—For Science and Engineering General Studies in China. Frontiers in Educational Research (2024) Vol. 7, Issue 5: 180-187. https://doi.org/10.25236/FER.2024.070529.


[1] Moore R L, Blackmon S J. From the Learner's perspective: A systematic review of MOOC learner experiences (2008–2021) [J]. Computers & Education, 2022: 104596.

[2] Hsiao J C, Chen S K, Chen W, et al. Developing a plugged-in class observation protocol in high-school blended STEM classes: Student engagement, teacher behaviors and student-teacher interaction patterns[J]. Computers & Education, 2022, 178: 104403.

[3] Basilaia G, Kvavadze D. Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia[J]. Pedagogical Research, 2020, 5(4).

[4] Garrison D R, Kanuka H. Blended learning: Uncovering its transformative potential in higher education[J]. The internet and higher education, 2004, 7(2): 95-105. 

[5] Hew K F, Cheung W S. Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice[J]. Educational research review, 2013, 9: 47-64. 

[6] Means B, Toyama Y, Murphy R, et al. Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies[J]. 2009. 

[7] Haljasorg H, Läänemets U. HISTORY AS A SCHOOL SUBJECT IN NATIONAL CURRICULA FOR ESTONIAN GENERAL COMPREHENSIVE SCHOOLS IN 1874-2015[C]//SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference. 2016, 2: 77-85.

[8] Chang C. The Design and Implementation of the Curriculum for the Collegiate Group Piano Course at the Comprehensive Universities in China[J].

[9] Naelga S C, Sonsona M M. The Competencies of the Grade 9 Technology and Livelihood Education Students of Misamis Oriental General Comprehensive High School (MOGCHS): Mindanao, Philippines, 9000[J]. International Journal of Economic Perspectives, 2017, 11(2).

[10] Stage F K, Kinzie J. Reform in undergraduate science, technology, engineering, and mathematics: The classroom context[J]. The Journal of General Education, 2009, 58(2): 85-105.

[11] Bucciarelli L L, Drew D E. Liberal studies in engineering–a design plan[J]. Engineering Studies, 2015, 7(2-3): 103-122.

[12] Theobald E J, Hill M J, Tran E, et al. Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math[J]. Proceedings of the National Academy of Sciences, 2020, 117(12): 6476-6483.

[13] Callister Jr W D, Rethwisch D G. Fundamentals of materials science and engineering: an integrated approach[M]. John Wiley & Sons, 2020.

[14] Turdieva M J, Olimov K T. Game Technologies As An Innovative Type Of Student-Centered Education[J]. The American Journal of Social Science and Education Innovations, 2021, 3(02): 183-187. 

[15] Shen R, Jiao Z, Parker T, et al. Recent application of Computational Fluid Dynamics (CFD) in process safety and loss prevention: A review[J]. Journal of Loss Prevention in the Process Industries, 2020, 67: 104252.

[16] Implementation opinions of the Ministry of Education on the construction of first-class undergraduate courses[R], No.360A08-07-2019-0023-1, Ministry of Education in China, 2019-10-30.