思辨能力是工程类新型人才培养方案当中一个重要的组成部分。过去以知识传递为中心的传统组合结构课程教学模式容易使学生局限于“生搬硬套”、“死记硬背”式的被动学习，这一教学现状与土木工程专业本科工程教育认证的培养理念背道而驰。以《组合结构》课程的实际教学内容为依托，对土木工程专业本科学生思辨能力的提升机制从教学设计、教学法和学习绩效评价做行动研究。教学内容选自《组合结构》教学课程中遇到的实际问题。教学过程中以学习共同体的方式，对遇到的工程问题进行分析、推理、判断、评价和反思。学习绩效评价从模拟实际工程应用的角度，在课堂教学中使用对比教学法，引导培养学生对工程问题的综合识别、分析、判断、评价，作为提升土木工程专业本科学生综合素质的有效途径。

Critical thinking ability is an important part of the training program of new engineering talents. Traditional teaching mode of the course of Composite Structures focuses on knowledge transfer and this mode limits students to passive learning — "blind acceptance and imitation" and "cramming". This is contrary to the educational ideology of civil engineering education certification at undergraduate level. Based on the teaching content of Composite Structures, this paper conducts an action research on the mechanism of improving the critical thinking ability of undergraduate students majoring in civil engineering from the aspects of teaching design, teaching method and learning performance evaluation. The teaching contents were selected from the practical problems encountered in the course of Composite Structures. We analyze, evaluate and reflect upon the teaching and learning process in the form of learning community. From the perspective of simulating practical engineering application, comparative teaching method was used in classroom teaching to guide and train students to identify, analyze, evaluate and predict engineering problems holistically, which was an effective way to improve the comprehensive quality of undergraduate students in civil engineering.

TU398

深圳大学青年教师教学改革研究项目“基于工程教育认证的组合结构课堂教学模式创新研究与实践”（JG2018094）