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Curriculum Ideology and Interdisciplinary Integration of Energy Geology for Mining Engineering

Author(s)

Zhiwei Liao1, Zhaowen Pei1,*, Nian Yu2, Tianyang Li1, Rui Li1, Yongjiang Luo1

Affiliation(s)

1School of Resources and Safety Engineering, Chongqing University, Chongqing, China 2School of Electrical Engineering, Chongqing University, Chongqing, China *Corresponding Author

Abstract

Against the backdrop of energy transition and the dual-carbon goals, Energy Geology serves as a core course for mining postgraduates, playing a key role in cultivating high-caliber mining talents. This course faces some major problems: lagging updates to teaching content, insufficient connection between ideological construction and professional instruction, and a low degree of interdisciplinary integration. Taking the teaching reform of mining postgraduates at Chongqing University as an example, this paper explores practical ways to combine value education with interdisciplinary teaching. The reform reconstructs the teaching framework and establishes a trinity curriculum system covering conventional energy, unconventional energy, and non-fossil energy. Combining the deeds of outstanding energy scientists and high-quality ideological elements in the global energy sector, a themed ideological education resource library has been established. Collective lesson preparation and multidisciplinary teacher collaboration are adopted to strengthen interdisciplinary integration. Diversified teaching modes, including flipped classroom and extracurricular practices, are also applied to enrich the training process. Practice shows that the reform has improved teaching effectiveness. It has enhanced professional identity and innovation awareness of postgraduates, providing practical references for the curriculum design of mining postgraduates.

Keywords

Energy Geology; Interdisciplinary Integration; Mining Engineering.

References

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