1.华南理工大学土木与交通学院;2.华南理工大学建筑设计研究院有限公司;3.北京构力科技有限公司
G642.477
广东省高等教育教学研究和改革项目(综合类)“基于数字化平台的土木工程专业内涵建设和发展”(项目编号： 20190034)；2020年华南理工大学校级教研教改项目“新工科背景下的土木工程专业毕业设计改革”
1.School of Civil Engineering and Transportation,South China University of Technology,Guangzhou,Guangdong,;2.Architectural Design and Research Institute of SCUT Co,Ltd Guangzhou,Guangdong,;3.Beijing Glory PKPM Technology CO,Ltd,Beijing
为适应建筑工业化发展需求，华南理工大学近年来对土木工程专业房建方向的毕业设计进行了一系列改革，包括调整毕业设计目标、选题、设计内容、实施手段、进度安排、提交成果等。为保障毕业设计改革的顺利进行，采取了一些卓见成效的措施，如采用PDCA循环制定了毕业设计改革的实施路径，使得毕业设计工作能逐年持续改进；引入了装配式混凝土结构设计、基于BIM的预制构件深化设计、碰撞分析、施工过程模拟和计量计价等内容，改变了传统的以现浇混凝土框架结构设计为单一设计内容的状态；通过多维校企合作、线上和线下相结合的指导模式以及优秀学生助教，解决了装配式结构领域师资不足和软件使用方面的问题；通过赛教结合，提升了教师指导水平，测算了学生的能力以及完成各项任务的耗时。论文还探讨了传统手算内容与电算内容的取舍、现浇构件与预制构件设计内容的设定、设计难度和工作量的把握等问题，提出对于任务设置和进度安排必须基于预测结果， 对于不同能力层次的学生可设置必做和选做内容来适应其发展需求。改革后，毕业设计总体工作量和难度有所增大，设计内容更符合工程实际，学生的软件应用技能有很大提高，学生对预制构件的细部构造、生产和施工过程等有了更深的理解。上述改革取得了良好的效果，为智能建造专业建设提供了良好的基础和借鉴。
To meet the demand of the development of building industrialization, a series of reforms in the graduation design of building construction orientation for civil engineering specialty has been carried out in South China University of Technology, which includes the adjustment on the graduation design objectives, topics, design content, implementation means, schedule, results submitted, etc. In order to ensure the smooth implementation of the reform, some effective measures have been taken. For example, the implementation path of the reform has been formulated by using PDCA cycle, so that the graduation design practice can be continuously improved year by year. The design of prefabricated concrete structure, BIM-based deepening design of prefabricated components, collision analysis, construction process simulation, measurement and pricing were introduced, making the traditional state of taking the structural design of cast-in-place concrete frame as a single design content changed. Through multi-dimensional university-enterprise cooperation, online and offline guidance mode and excellent student teaching assistants, the problems of lack of teachers and software application in the field of prefabricated structure design have been solved. Facilitated from the combination of competition and teaching, the teaching quality was promoted, and students’ ability and the time consuming for various tasks were measured. Finally, some issues, such as the choice between the traditional manual calculation content and the computer calculation content, the setting of the design content of the cast-in-place components and prefabricated components, the balance on design difficulty and workload, were discussed. The design task and schedule are suggested to be arranged based on the measurement results, and for students with different ability levels, the required and optional content can be set to meet their development needs. After the reform, the overall workload and difficulty of the graduation design have increased, and the design content is more in line with the engineering practice. The students' software application skills have greatly improved, and their understanding in the detailed structure, production and construction process of prefabricated components has been deepened. The reform has achieved good effect, providing a good basis and reference for the development of intelligent construction specialty.
