Wenjing Li*, Ping Wang, Fangyuan Zhang, Zhi Zeng
Hunan Institute of Engineering, Xiangtan 411104, Hunan, China.
*Corresponding author: Wenjing Li
This work was a project supported by Teaching Reform and Research Project of Hunan Province: Research on Practical Teaching Reform of Building Environment and Energy Application Major under Emerging Engineering Education (HNJG-20230948); Research and Practice on Experimental Teaching Reform of Cold and Heat Source Courses for Building Environment and Energy Application Major at Local Universities against the Background of Emerging Engineering Education (HNJG-202401001218).
Abstract
Centered on cultivating students’ critical thinking, this paper explores the implementation of ideological and political education in the course of Engineering Thermodynamics. From the perspectives of responding to the demands of the times and solving prevailing learning difficulties among students, a four-dimensional integrated model anchored in critical thinking is constructed, covering four dimensions: patriotism, personal development, scientific thinking, and integration of theory with practice. In teaching practice, falsification experiments, dialectical analysis of engineering cases, and virtual simulation projects are adopted to systematically develop students’ capabilities of questioning, modeling, and comprehensive trade-off analysis, which embeds value guidance into the whole process of knowledge application and engineering decision-making imperceptibly. Teaching practices verify that the proposed model can effectively inspire students’ internal learning motivation and shift them from passive recipients to active inquirers. While acquiring specialized knowledge, students cultivate rigorous, pragmatic, and innovative engineering literacy.
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How to cite this paper
Exploration and Practice of Ideological and Political Construction in the Engineering Thermodynamics Course
How to cite this paper: Wenjing Li, Ping Wang, Fangyuan Zhang, Zhi Zeng. (2026). Exploration and Practice of Ideological and Political Construction in the Engineering Thermodynamics Course. The Educational Review, USA, 10(4), 205-210.
DOI: http://dx.doi.org/10.26855/er.2026.04.004