Abstract:Under the guidance of the student-centered, outcome-based, and constant improvement philosophy of professional accreditation of engineering education, we carried out the multiple blended teaching reform of Environmental Engineering Microbiology, which involved blended teaching, flipped classroom, teaching with practice cases and research cases, and supplementation with hot research topics. With the teaching objective achievement degree as the indicator, the overall achievement degrees of teaching objectives and individual students were assessed. Then, the indicators such as the final examination score, the MOOC examination score, and students’ ability to solve problems were analyzed. A questionnaire survey was conducted at the end of the course teaching to evaluate the teaching effect. The results showed that the teaching objectives and the indicators corresponding to teaching objectives, such as final examination score and students’ ability, increased as the teaching reform was deepening, which indicated the teaching reform achieved expected effects. The application of MOOC and flipped classroom influenced the teaching effect obviously. In the future, efforts should be made to improve students’ ability of knowledge application and integrate theoretical courses with experimental courses.
