Exploration of Transformation Pathways for Technical Quality Management Experience at Engineering Sites within the Teaching of Construction Engineering Project Management Courses

Abstract

The teaching of Construction Engineering Project Management courses has long been plagued by a disconnect between theoretical instruction and the demands of engineering practice. In particular, the technical quality management experience embedded in complex on-site contexts is difficult to effectively transform into teaching resources. This exploration aims to establish a systematic transformation pathway to bridge this gap. The pathway begins with the theoretical deconstruction of on-site experience and the extraction of its pedagogical essence. It involves identifying and structuring core elements such as technical planning, process control, and outcome evaluation, while also analyzing the obstacles and mechanisms involved in making tacit knowledge explicit. Subsequently, it reconstructs the teaching objective system centered on core competencies including technical cognition, managerial execution, and professional literacy. Building upon this foundation, the pathway designs modular teaching content and integration strategies based on experience transformation. It comprehensively employs problem-oriented and scenario-simulation teaching methods, and establishes a teaching feedback mechanism focused on formative assessment and competency achievement evaluation. To ensure the sustainability of transformation effectiveness, it further proposes the establishment of a dynamic teaching resource repository, the creation of a feedback-driven teaching iteration cycle, and the reinforcement of guarantee mechanisms aimed at enhancing the transferability of skills to professional contexts. This research provides a theoretical framework and practical guidance for transforming individualized, context-specific engineering site experience into teachable and assessable systematic course content.