Research on Flipped Classroom Teaching of Installation Engineering Drawing and Construction Technology Based on SPOC

Abstract

This study addresses the issues of theoretical abstraction, strong practicality, and low student participation in the teaching of the
course Installation Engineering Drawing and Construction Technology. By integrating SPOC (Small Private Online Course) and the flipped
classroom model, we constructed a three-stage interactive teaching framework of pre-class, in-class, and post-class. Through strategies such
as group collaboration, task-driven approaches, and dynamic assessments, we significantly enhanced students drawing skills, understanding
of construction technology, and autonomous learning abilities. The research indicates that the implementation of an interactive teaching model
effectively increased students classroom participation. This model not only resolves the disconnect between theory and practice in traditional
classrooms but also provides a reference path for the reform of engineering courses. As highlighted in classroom interaction research, effective
interactive strategies can significantly improve student engagement and learning outcomes.