Integrating Safety Education into the Teaching of “Solid Waste Treatment Engineering Experiment” under the Background of Double First-Class Discipline
- 1 School of Environmental Science and Engineering, Guilin University of Technology, Guilin, China
- 2 School of Environmental Science and Engineering, Guilin University of Technology, Guilin, China
- 3 School of Environmental Science and Engineering, Guilin University of Technology, Guilin, China
- 4 School of Environmental Science and Engineering, Guilin University of Technology, Guilin, China
- 5 Guangxi Ecological Environment Protection Modern Industrial College, Guilin, China
Abstract
With the deepening of the construction of first-class disciplines, in order to cultivate more comprehensive and outstanding talents, continuous innovation in education and teaching is needed. Taking the current situation and problems of the “Solid Waste Treatment Engineering Experiment” experimental course as a starting point, integrating safety education into teaching, and discussing how to promote the comprehensive quality improvement of students in practice. In this context, suggestions for reforming the “Solid Waste Treatment Engineering Experiment” course are proposed from four aspects: increasing course resources, combining virtual and real teaching, adding interactive sessions, and integrating safety education, aiming to improve the quality of course teaching, enhance course development, and deepen teaching reform, providing reference and guidance.
- Fowode, K. V., Nwaogazie, I. L., & Anyanwu, B. O. (2023). Effect of Safety Education Intervention on Knowledge of Road Accident Prevention among Drivers in Lagos State, Nigeria. Open Journal of Safety Science and Technology, 13, 89-100. https://doi.org/10.4236/ojsst.2023.133005
- Liu, Z., Xie, W., Zeng, W., & Fan, Z. (2018). Construction and Application of Practical Teaching Platform of “Subject Integration” for Engineering Management Major. Open Journal of Social Sciences, 6, 183-188. https://doi.org/10.4236/jss.2018.612016
- Minnick, W., Cekada, T., Marin, L., Zreiqat, M., Seal, B., & Mulroy, J. (2022). The Impact of Active Learning Strategies on Retention and Outcomes in Safety Training. Creative Education, 13, 526-536. https://doi.org/10.4236/ce.2022.132031
- Misnan, M. S., Azmi, W. F. W., Mohamed, S. F., Ramly, Z. M., Yusof, Z. M., & Othman, N. (2017). Integration of Design Safety into Curricula in the Undergraduate Programs: The Academician Perspective. Open Journal of Safety Science and Technology, 7, 106-112. https://doi.org/10.4236/ojsst.2017.73010
- Xiao, X. Y., Luo, X. Y., Li, M., & Hu, C. (2024). Exploration of the “3 + 3” Practical Teaching System in Environmental Engineering at Local Universities. Creative Education Studies, 12, 624-629. https://doi.org/10.12677/ces.2024.125335
- Xie, Z. (2022). Comparative Analysis between Chinese and Western Picture Books for Children in Safety Education. Open Journal of Social Sciences, 10, 328-343. https://doi.org/10.4236/jss.2022.1012022
- Zhao, C., & Zhao, Y. (2019). Study on Business English Practical Teaching from the Perspective of Economics of Language. Creative Education, 10, 726-734. https://doi.org/10.4236/ce.2019.104054