Author(s)

Yuzuo Liu ¹, Jiao Wang ¹, Jie Chen ¹

Affiliation(s)

¹ College of Petroleum Engineering, Shandong Institute of Petroleum and Chemical Technology, Dongying City, China

Corresponding Author

Jiao Wang

ABSTRACT

Taking the teaching reform of oil and gas geology course of resource exploration engineering major in Shandong University of Petroleum and Chemical Technology as an example, this paper analyzes the key problems existing in the traditional teaching mode, such as the disconnection between theory and practice, the old teaching content, the single teaching method, and the insufficient cultivation of students' practical ability. In order to solve these problems, a series of creative and forward-looking reform initiatives are discussed, including the construction of a teaching system that combines theory and practice, the introduction of the latest scientific research results and industry dynamics, the adoption of diversified teaching methods and assessment mechanisms, and the strengthening of university-enterprise cooperation and the construction of internship and training bases. These reforms aim to stimulate students' interest in learning and improve their comprehensive quality and practical ability. This will provide the industry with more high-quality professionals with innovative spirit, practical ability and international vision.

KEYWORDS

Undergraduate education, Teaching reform, Resource exploration engineering, Oil and gas geology

CITE THIS PAPER

Yuzuo Liu, Jiao Wang, Jie Chen, Teaching Reform of Oil and Gas Geology in Resource Exploration Engineering: A Case Study of Shandong Institute of Petroleum and Chemical Technology. Curriculum and Teaching Methodology (2024) Vol. 7: 84-89. DOI: http://dx.doi.org/10.23977/curtm.2024.070913.

REFERENCES

[1] Dudley, J.S., and Doram, T. (1999) Oil sands geologists in an industry-school partnership: a resource and teaching opportunity. Geoscience Canada.
[2] Jiang, YL, Cha, M., and Liu, H. (2024) Petroleum and Natural Gas Geology and Exploration. Petroleum Industry Press, Beijing.
[3] Fyrenius, A., Bergdahl, B., and Silén, C. (2005) Lectures in problem-based learning-Why, when and how? An example of interactive lecturing that stimulates meaningful learning. Medical teacher, 27(1), 61-65.
[4] Geissler, G.L., Edison, S.W., & Wayland, J.P. (2012) Improving Students' Critical Thinking, Creativity, and Communication Skills. Journal of Instructional Pedagogies, 8. 
[5] Macdonald, R.H., Manduca, C.A., Mogk, D.W., and Tewksbury, B.J. (2004) On the Cutting Edge: Improving learning by enhancing teaching in the geosciences. Invention and impact: Building excellence in undergraduate science, technology, engineering, and mathematics (STEM) education.

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