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Civil Engineering Technology

        1. Specialty Orientation and Training Specifications

        1.1  Specialty Orientation

        To forster high-quality frontline professionals that suit to the positions of civil engineer and other related posts with the mastery of basic and professional knowledge about common architectural structure and requirements, civil engineering technology and organization and managements, and with the ablity to understand construction engineering drawings, organize construction and conduct quality acceptance, and with  other hand on skills.

Employments aim at frontline technolical management staff in the construction industry (including enterprises such as proprietor, construction and supervisor) and other grass-root construction management workers.

         1.2 Training Specifications

        1.2.1 Ability Goals Be able to understand construction drawings and other other documents concerning engineering design and construction, and to draw as-built drawings. Have the ability to examine the drawings. Be able to conduct sampling inspection of construction materials on the spot and site acceptance. Be the ability to use the materials and reserve them. Be able to compile technical classification records and conduct technical classification. Be able to use instrument to conduct constructions measurment and setting out. Be able to select the correct construction methods and machinery. Be able to conduct quality inspection and acceptance,sampling and data collection. Be able to use related safety criterion to conduct safety management and supervision works. Be able to use tools to compile the construction technology and schemes, and to compile construction organization designs. Have the basic ability to compile the construction budget, tenders and bids. Have the skills to use computers to process information and conduct technological communication. the required writing skills.


  •         1.2.2 Knowledge Goals

   Master the necessary cutural knowledge and professional knowledge concerning frontline construction technology and management.

   Master the basic knowledge about architectural charting and drawing recognition, and the basic principles of housing construction.

   Master the basic knowledge about architectural mechanics and structures.

   Be familiar with the basic performances and inspection criteria of construction materials. Have the knowledge about the application of construction materials.

   Be familiar with the basic knowledge about construction surveying and measuring.

   Master the construction technology process and have the knowledge about construction technology.

   Know related laws and regulations concerning safety production ,safety construction, environmental protection and so on. Have the safety awareness. Master the construction quality standards and management knowledge.

   Master the principles of flow process and project schedule control requirements. Have the knowledge about project schedule management.

   Be familiar with the archiving requirements for construction technological data. Have the knowledge about project data management.

   Be familiar with the related laws concerning engineering bidding and contract signing.

   Master the components of project costs, and have the knowledge about engineering calculation and cost management.

   Master required computer skilled.

  •         1.2.3 Attitude Goal


  • Have good work ethics, humanistic quality and social responsibilities with a healthy bodyand mind.

  • Have the ability to communicate effectively with team spirits.

  • Abide by the laws. Be honest and have good work ethics. 

  • Be Hard-working, and practical and realistic.

            2. Personnel Traning Mode

            Market-oriented and aiming at improving students’professional and overall quality, the department has deepened the cooperation with enterprises and explored the work-integrated learning pattern so as to further promote the 4+1+1 personnel training mode that suits the requirements of related potions and combines two systems with three training phases. The curriculum has been re-structured, with the reform of teachining contents and methods deepened. A double-qualified teaching team has formed and a series of on-campus training bases and off-campus traning bases that integrate teaching, training, technology research and development and service have been established. The deartment endeavours to improve the training quality and enhance its ability to conduct technological research and social service, with the aim to make contributions to the social economic development, especially to the local economic development.

             3. Curriculum System Construction and Course Construction

            The curriculum system has been re-structured based on the principles of “integrating two systems with the focus on ability cultivation”, with concentration on the core courses and comprehensive training be the platform. Each core course includes some teaching projects which are made up of some tasks. Through comprehensive traning and internship the professional training and job training have been realized. The curriculum development has been designed according to students’ learning ability and career development and the curriculum construction that integrates two systems and combines theory with practice has been established.

            According to the formation characteristics that professional competence goes through a change from simple to complex, from single to diverse, a practice teaching and training pattern of “single ability-special ability-comprehensive ability- job-required competence” has been established.

            The training of single ability combines theory with practice and was conducted by using task-driven approach and case study. In the training center, the training rooms and construction sites has been built. After the learning of core courses and training of single ability, training of special ability begins with the adoption of “intense practice within several weeks”, and combining the evaluation of special skills. Comprehensive training falls in the 5 semester. According to the job position, training tasks will be assigned and completed at construction sites or in campus under the guidance of teachers on-and-off-campus. In the 6 semester, students will work as interns as constructions sites to be trains as a construcion professional.

             4. Teaching Team Construction

            The department has a high-quality double-qualified teaching teach, with 30 full-time teachers, among whom 10 teachers hold senior teaching tittles, accounting for 33%, 18 are holders of medium-grade titles,accounting for 60%. 10 teachers have a master’s degree. Double-qualifed teachers take up 85%. Among them, there are 2 registered first and second level architects, 1 first-level structural engineer, 6 first and second level constructors, 1 registered cost engineer, 6 registered supervising engineers, 11 construction project bidding judges, and 12 construction judicial appraisers.





             5. Construcion of Practice Conditions

            Based on the principle of ability-oriented, adjusting measures to local conditions and giving prominence to key points, centering on the professional position training with actual projects being the background, the college has established the on-campus simulation training base to faciliate the “theory-and-practice-integrated” teaching and meet the demands of core courses and skill training. The construction resources in the college have been fully utilized as the site for learning charting and drawing recognition. They have also been made into a training sites for professional skills.

            In the training base, there are construction technology training center, measurement training room, construction integration room, construction material exhibition room, inspection and examination center, CAD room, project costs room, multi-functional room , manual drawing room and “theory-and-practice-integrated” teaching sites. The training rooms are all designed exactly like the real prodution environment in  enterprises, which has realized the close integration between teaching activities and the enterprises’ production process, between teaching environment and enterprises’production environment, and between college culture and enterprises’ culture.


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