Research on the Teaching and Education of Engineering Undergraduate Programs from the Perspective of the Connection between the Source Institutions and Majors of Students

Abstract

Engineering-oriented associate-to-bachelor's education, as a key approach to building high-quality vocational education, is a crucial link in cultivating high-level technical and skilled talents. The quality of this education directly affects the effectiveness of cultivating applied bachelor's degree talents. However, currently, engineering-oriented associate-to-bachelor's students generally encounter academic adaptation difficulties during their cultivation due to factors such as the type differences of their original vocational colleges and the mismatch of professional alignment. This paper takes 246 students from different professional backgrounds and schools at Southwest Forestry University as the research subjects, deeply analyzes the characteristics and differences of engineering-oriented associate-to-bachelor's students from different backgrounds in terms of knowledge structure, practical ability, and learning paradigms, and systematically expounds the core challenges they face in professional theory deepening, curriculum system connection, and teaching mode adaptation after entering the undergraduate college. On this basis, this paper proposes a systematic educational and teaching reform direction from four dimensions: goal reconstruction, curriculum system reshaping, teaching mode innovation, and support system construction, aiming to achieve a transition from simple academic advancement to high-quality ability integration and improve the quality of engineering-oriented associate-to-bachelor's talent cultivation.