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In the rapidly evolving landscape of digital transformation and industrial integration,higher education faces the challenge of cultivating applied talents equipped with interdisciplinary knowledge,engineering skills,and innovative thinking.Traditional teaching models often fail to bridge the gap between theoretical knowledge and practical application,resulting in passive learning and limited problem-solving capabilities.This paper proposes a three-dimensional integrated teaching model centered on “Information Technology-Domain Knowledge-Outcome Production” (the “2 + 2 + 2” credit framework) to address these challenges.Drawing on constructivist theories,Bloom’s Taxonomy,and the CDIO model,the framework uses real projects to drive learning,facilitating the seamless integration of theoretical teaching and practical innovation.The model emphasizes tiered teaching objectives and interdisciplinary pathways,supported by dynamic assessment systems that track students’ growth in knowledge,skills,and abilities.Applied in smart health and financial technology domains,this approach enhances students’ comprehensive capabilities,aligning educational outcomes with industry demands.This study offers replicable strategies for educational reform in new engineering disciplines,aiming to transform students into proactive innovators and versatile talents.
Abstract：In the rapidly evolving landscape of digital transformation and industrial integration,higher education faces the challenge of cultivating applied talents equipped with interdisciplinary knowledge,engineering skills,and innovative thinking.Traditional teaching models often fail to bridge the gap between theoretical knowledge and practical application,resulting in passive learning and limited problem-solving capabilities.This paper proposes a three-dimensional integrated teaching model centered on “Information Technology-Domain Knowledge-Outcome Production” (the “2 + 2 + 2” credit framework) to address these challenges.Drawing on constructivist theories,Bloom’s Taxonomy,and the CDIO model,the framework uses real projects to drive learning,facilitating the seamless integration of theoretical teaching and practical innovation.The model emphasizes tiered teaching objectives and interdisciplinary pathways,supported by dynamic assessment systems that track students’ growth in knowledge,skills,and abilities.Applied in smart health and financial technology domains,this approach enhances students’ comprehensive capabilities,aligning educational outcomes with industry demands.This study offers replicable strategies for educational reform in new engineering disciplines,aiming to transform students into proactive innovators and versatile talents.
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基本信息:
DOI：10.16512/j.cnki.jsjjy.2026.03.030
中图分类号:G642;TB-4
引用信息:
[1]Yin Zhang,Bin Zhang.Integrating Interdisciplinary Learning in Engineering Education: A Three-dimensional Framework for Cultivating Applied Talents Through Project-based Learning[J].计算机教育,2026,No.375(03):54-60.DOI:10.16512/j.cnki.jsjjy.2026.03.030.
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2026-03-09
