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Army Engineering University Department of Basic Education Targets Battlefield Requirements to Deepen Teaching Reform

陆军工程大学基础部瞄准战场需求深化教学改革

PLA Daily (解放军报) 30 May 2026

Summary

The Department of Basic Education at Army Engineering University has restructured its basic-course curriculum around operational requirements, embedding optimization algorithms into combat scenarios, linking military English instruction to peacekeeping mission contexts, and building a cross-institutional 'teaching consortium' that includes unit officers to co-design coursework. The concrete institutional problem this addresses is the persistent disconnect between foundational academic instruction and the applied technical competencies PLA units actually require from new officers — a gap the department is trying to close structurally, not just rhetorically, by constructing a 'basic course support–position capability matrix' derived from instructor visits to exercise frontlines. This fits the broader PLA military education reform pattern of collapsing the academy-to-unit pipeline, but the specific mechanism here — formalizing unit officers as co-designers of university curriculum — is worth tracking as a model that other PLA academies may be directed to replicate.

Translation

Army Engineering University Department of Basic Education Targets Battlefield Requirements to Deepen Teaching Reform — Different Courses Organically Integrated, Exercise and Training Practices Brought into the Classroom

Reported by Xu Peiliang and Jing Hongwei for PLA Daily: "Didn't expect a math problem could be solved this way!" Recently, during an advanced mathematics class at the Department of Basic Education of Army Engineering University, an instructor embedded abstract formulas into an operational scenario and applied optimization algorithms to arrive at a precise solution, giving students a fresh perspective. This is one example of the department targeting battlefield requirements to deepen teaching reform and driving the classroom to connect directly with the battlefield.

"Basic courses and specialized courses must not become parallel lines that never intersect." The department's leadership explained that, centered on the goal of opening up the talent-cultivation chain linking "academies to units, classrooms to battlefields," they have continuously deepened the reform of basic course instruction, enabling basic courses and specialized courses to be organically integrated and seamlessly connected, so as to help students develop battlefield thinking (战场思维) and build a solid foundation of capability from the very source.

They organized instructors to go deep into the front lines of exercises and training to identify the actual requirements of different combat positions for students' mathematical and scientific thinking, information literacy, language application, and other competencies. On this basis, they drew up a "basic course support–position capability matrix" (基础课程支撑岗位能力矩阵图), driving teaching content to move closer to the battlefield and focus on winning. Electromagnetic principles were incorporated into equipment maintenance case studies; military English training was combined with instruction on peacekeeping mission scenarios. As one vivid case after another drawn from unit mission practice was brought into the classroom, the military character and combat flavor (兵味、战味) of the department's basic course instruction grew increasingly pronounced.

To effectively address the problem of disconnection between learning and application, the department broke with the traditional model in which basic course instructors work in isolation, and explored building a "teaching consortium" (教学联合体) composed of specialized course instructors, off-campus experts, unit officers and soldiers, and basic course instructors, who jointly design the curriculum system and incubate competition projects. Thanks to this innovative mechanism, they have incorporated unit exercise and training topics, cutting-edge disciplinary developments, and actual competition problems into the classroom in a timely manner, and have built a teaching evaluation system led by engineering thinking (工程思维) and focused on innovative capability.

The department also broke down barriers between different schools, departments, and teaching-research offices, forming eight interdisciplinary, integrated teaching teams and selecting senior professors to lead teaching quality supervision. It carefully organized "Teaching Academic Month" activities, establishing a normalized platform for smart-classroom observation and joint teaching seminars, and has cumulatively held over one hundred academic seminars.

"The reform of basic course instruction has consolidated students' knowledge base and deeply cultivated their confidence in winning." The department's leadership noted that in recent years they have actively organized students to participate in national-level disciplinary competitions, winning nine grand prizes and eighty-nine first prizes.

Original Chinese

陆军工程大学基础部瞄准战场需求深化教学改革不同课程有机结合演训实践引入课堂解放军报讯徐培亮、景红纬报道：“没想到，数学问题还能这么求解！”日前，陆军工程大学基础部一堂高等数学课上，教员将抽象公式嵌入作战想定，运用优化算法精准求解，令学员耳目一新。这是该部瞄准战场需求深化教学改革，推动课堂直通战场的一个缩影。 “基础课与专业课，不能变成永不相交的平行线。”该部领导介绍，他们围绕打通“院校到部队、课堂到战场”人才培养链路的目标，持续深化基础课程教学改革，让基础课与专业课有机结合、无缝衔接，从源头上助力学员培塑战场思维、打牢能力根基。他们组织教员深入演训一线，摸清不同战位对学员数理思维、信息素养、语言应用等能力素质的现实需求，据此绘制“基础课程支撑岗位能力矩阵图”，推动教学内容向战场靠近、向打赢聚焦。电磁学原理融入装备维修案例、军事英语训练结合维和任务授课……随着一个个源自部队任务实践的鲜活案例引入课堂，该部基础课教学兵味、战味日益浓厚。为有效解决学用脱节问题，该部打破基础课教员单打独斗的传统模式，探索搭建由专业课教员、校外专家、部队指战员和基础课教员组成的“教学联合体”，共同设计课程体系、孵化竞赛项目。得益于这一创新机制，他们将部队演训课题、学科前沿动态、竞赛项目真题及时纳入课堂，构建起一套工程思维主导、聚焦创新能力的教学评价体系。该部还打破不同院系、教研室之间的壁垒，组建8个跨学科、融合式教学团队，遴选资深教授牵头负责教学质量督导；精心组织“教学学术月”活动，搭建智慧课堂观摩、联合教学研讨常态化平台，累计举办学术研讨活动上百场。 “基础课教学改革为学员夯实了知识底座、厚植了打赢底气。”该部领导介绍，近几年，他们积极组织学员参加全国性学科竞赛，斩获特等奖9项、一等奖89项。