Research on the teaching reform of the course web front-end design based on the emerging engineering education model

. Web Front-end Design is a basic professional course of information management and information system major. The course mainly trains students' ability of web design and website development. This paper attempts to change the traditional teaching mode that teachers are the main body. It tries to build a new teaching mode that students are the main body and teachers are the guiders. In the process of curriculum reform, the complete project-driven teaching method is adopted to complete the teaching of course knowledge points. At the same time, the reform references to the emerging engineering education model with the whole life cycle of the system's conceive, design, implement and operate (CDIO) as the background. By the reform, students can change passive learning into active learning, improve their practical ability, and further enhance the practical development ability of Web page design projects.


The existing problems in traditional teaching
Carefully analyse some problems and deficiencies in the current teaching process of Web Front-end Design, in order to make students more proficient in the corresponding professional skills, it is urgent to carry out teaching reform.
Firstly, the teaching method is outdated.In the teaching process, teachers often only explain some impart knowledge or simply train students' single skills, ignoring the cultivation of students' professional knowledge, personal ability, interpersonal ability and creative ability.
Secondly, evaluation method is single.Most of the practical engineering courses tend to use the traditional combination of usual results plus experimental results and final results to complete the assessment and evaluation of students, which can't stimulate students' interest in learning, and the teaching effect is poor, which is obviously inconsistent with the current evaluation standard of emerging engineering education.
Thirdly, teaching hours are insufficient.The course of Web page design involves many aspects, such as the early conception, images processing, web effect design and dynamic effect design, website publishing and post-maintenance.However, due to the limitation of curriculum hours, teachers cannot complete the connection of many abilities in a limited time.As a result, students cannot fully grasp and use the knowledge that they have learned to solve the actual project development.
Finally, the website design is incomplete.In the practical teaching process of web page design and production, teachers mainly provide students with a single page design experiment based on the distribution of knowledge points, without providing a complete website project development, unable to cultivate students' ability to analyse and design a complete website system.

The specific measures for teaching reform 2.1 Teaching content reform
Teachers make teaching tasks according to teaching objectives.First of all, teachers formulate detailed teaching tasks according to the syllabus, and adopt the flipped classroom mixed teaching task to formulate independent knowledge points as the unit, so as to facilitate students' independent learning.Therefore, the whole course is organized into several modules according to the knowledge structure, and each module is divided into several small knowledge points.
Based on the above ideas, the course content of Web Front-end Design is adjusted and divided into three modules.Each module is composed of several small knowledge points, which is convenient for students to learn independently.There is coupling between modules.Each module is connected in series to form a complete system.The course structure is shown in Table 1.

Teaching mode reform
According to the design concept of CDIO engineering education mode, the project is divided into four stages in combination with the software project development process.Demand analysis corresponding concept, project design corresponding design stage, project realization corresponding implementation stage, test and maintenance corresponding operation stage, and design teaching content and process based on these four stages [1].At the same time, taking project teaching as the main line, the task-driven teaching method and learning by doing teaching method are adopted to enable students to master the knowledge and operating skills of website planning, design, production and release in the process of completing project development, as shown in Table 2.

Teaching organization reform
In teaching, teachers divide the content into different steps according to the four stages of CDIO and the development process of software projects [2].
In the concept stage, the teacher guides students to analyze the needs, functions and functions of the project according to the specific requirements of the project, and complete the sorting and classification of the materials.At the same time, according to the requirements of software engineering development projects, complete the preparation of requirements analysis documents and detailed analysis documents.

Instruct students to receive different tasks according to the division of work
The teacher instructs the students to complete by themselves

Team members complete the tasks received The project leader completes the summary of tasks The connection of various projects The project leader completes the test of the project
The teacher should explain the common problems that students encounter in time, and learn while doing.

Submit task Project presentation
Submit the project, demonstrate and explain the gains, deficiencies and knowledge points that need to be supplemented by teachers

Teachers summarize and propose ideas for improvement
In the design stage, the teacher first teaches the knowledge points needed to complete the project, then guides the students to decompose the project, and assigns the relevant tasks to the students, so that the students can complete the design of graphics, Flash dynamic effects, logos, etc. required for web page design.Students complete the design of different functional modules according to the needs of the project, and finally form their own renderings for use in the implementation stage.In the process of completing their respective tasks, teachers should give guidance according to the situation of students.In this way, the boundary between the theoretical teaching and practical teaching of the course is weakened, and the reform of the integrated teaching method of doing in learning and learning by doing is realized.Students can master theoretical knowledge and improve practical ability in the process of completing each project.
In the implementation stage, teachers guide students to complete the design of a single web page with different functional modules (including static and dynamic effects), and combine the individual tasks organically to form the completed project.
In the operation stage, teachers mainly guide the test and running of the website, find problems and solve them in time, and finally form products (including instructions for use) that can be delivered to customers.
In order to facilitate teaching and management, the teaching process can adopt the six-step teaching method of project introduction, knowledge teaching, task assignment, task completion, project demonstration, and project summary to complete the organization of teaching for each project [3].The details are shown in Table 3.

Reform of evaluation and examination methods
The final assessment is carried out from three aspects: the usual performance, the project task assessment, and the project submission and reporting, which respectively account for 30%, 50% and 20% of the total performance.Finally, the comprehensive assessment results of the students are calculated.The teacher gives the usual assessment results according to the students' attendance and learning attitude.The project task assessment is given by the teacher according to the students' task completion.The project submission and project report assessment are completed at the same time, and this part is completed by a combination of teacher evaluation, self-evaluation of the student, and the project team mutual evaluation.The teacher gives each student's overall evaluation score according to the effect, workload and quality of the project report and demonstration.

The teaching reform results
The application of CDIO emerging engineering education mode in the teaching reform of Web Front-end Design course, and the integration of online and offline mixed teaching methods, and the use of task-driven teaching methods in the specific implementation process will stimulate students' interest in learning, make students become the main body of teaching.Students not only master the professional knowledge of web design and production, but also improve their web design ability, team cooperation ability, organization ability and communication ability.Through the effectiveness of teaching reform, the links among different courses are connected, and the ability of students to practice project engineering is enhanced.Good teaching effect improves the quality of talent training of information management and information system specialty.

Table 1 .
The structure of course.

Table 2 .
Practical project: specific teaching content design of a website.

Table 3 .
The implementation process of six-step teaching method.