摘要：为培养致力于电子封装技术专业的应用型人才,适应对电子封装技术人才的需求升级,在电子封装技术专业的课程教学中,引入成果导向教育理念(outcome-based education, OBE)。依托《LED照明技术》和《PCB设计与制造》课程体系进行项目安排,以GaN LED的芯片结构分析和电子时钟PCB设计为案例,将专业课程教学体系与实践教学体系相结合进行探索研究,以提高学生对专业基础知识的理解和实践运用能力。基于OBE教育模式,构建以学生为主体,以教师为主导,以成果为导向的具有时代特色的“OBE驱动式”教学,通过对学生学习成果的反馈和评价来确定下一步的学习目标和内容,充分调动学生学习的积极性,调动其主观能动性,形成以“我要学”与“我能学”之间的内在联系,培养符合新时代的应用型本科高级工程技术人才。To foster application-oriented professionals who specialize in electronic packaging technology and meet the evolving demands for talented individuals in this field, the curriculum for electronic packaging technology majors has incorporated the concept of outcome-based education (OBE) into its teaching methodology. Relying on the course systems of “LED Lighting Technology” and “PCB Design and Manufacturing”, the project is arranged, and the chip structure analysis of GaN LED and the PCB design of an electronic clock are taken as cases to explore and study the professional course teaching system and practical teaching system, so as to improve students’ understanding and practical application ability of professional basic knowledge. Based on the OBE education model, this paper constructs “OBE-driven” teaching with the characteristics of the times, which are student-oriented, teacher-led and results-oriented. Through the feedback and evaluation of students’ learning achievements, we can determine the next learning goal and content, fully mobilize students’ enthusiasm for learning, mobilize their subjective initiative, and form the internal relationship between “I want to learn” and “I can learn”. Train application-oriented undergraduate senior engineering and technical personnel in line with the new era.

摘要：基于地下水封洞库工程特征与典型洞库工程实例,整理分析大量洞室围岩内部变形、表层变形、波速与锚杆应力等监测数据.结果表明:预埋的多点位移计测点位移主要为0.5~3.0 mm,收敛位移监测值主要为4~8 mm,拱顶沉降监测值主要为3~6 mm,围岩时效变形不明显;围岩变形与爆破开挖有关,当掌子面或后续台阶开挖面接近监测断面时,变形出现陡增;围岩质量越差,开挖面空间效应越不明显.提出洞室围岩损失位移确定方法,发现损失位移占最终收敛位移50%~60%;基于波速变化率提出围岩松弛程度评价指标,发现围岩最大松弛程度约为0.47,松弛深度为1.5 m;洞室围岩锚杆受力普遍较小,锚杆拉应力与围岩变形基本同步变化.