From Knowledge Presentation to Competency Construction:  An Empirical Study on Knowledge Graph and Competition-Education Integration for Enhancing Higher-Order Abilities

Kaixin  Wu; Yongjian  Li; Birong  Cheng

doi:10.54691/y4phj210

Authors

Kaixin Wu
Yongjian Li
Birong Cheng

DOI:

https://doi.org/10.54691/y4phj210

Keywords:

Higher-Order Abilities; Knowledge Graph; Integration of Competition and Teaching; Blended Learning.

Abstract

Changes in talent cultivation models and teaching demands are driving the innovation of educational philosophies and the transformation of teaching methods. Focusing on the pivotal issue of effectively enhancing college students' higher-order abilities amidst the 'Emerging Engineering Education' and digital transformation initiatives, this study, grounded in the teaching reform of the Operations Research course, constructs a dual-wheel-driven cultivation path centered on 'knowledge graph + competition-education integration.' The knowledge graph facilitates the structured organization of the curriculum's knowledge system, while the integration of competitions creates authentic problem-solving scenarios. This synergy establishes a three-stage progressive cultivation model comprising 'knowledge construction, competency training, and competency transfer.' Teaching experiments reveal that students in the experimental class demonstrated significantly greater improvement than those in the control class across three dimensions: analytical ability, evaluative ability, and creative ability. Furthermore, both the participation and award rates in disciplinary competitions increased substantially. This pathway offers a valuable reference for curriculum reform in similar higher education institutions.

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References

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