“犯罪现场勘验”是刑事科学技术等专业的必修课程。在教学中,秉持“依法、安全、及时、客观、全面、细致”的工作原则开展实战化教学,为有效实施“以学生为中心”的教学理念,本文针对教学中存在的问题,从教学内容、教学活动、教学环境、教学评价等方面进行创新探索,使得本课程教学在关注学生的知识生成、学生实战应用能力等方面更为有效,实现学生素养养成和全方位育人的目标。“Crime Scene Investigation” is a compulsory course for majors such as Criminal Science and Technology. In teaching, the course adheres to the working principles of “legality, safety, timeliness, objectivity, comprehensiveness, and meticulousness” to carry out practical teaching. To effectively implement the “student-centered” teaching philosophy, this paper addresses existing issues in teaching and explores innovations in teaching content, teaching activities, teaching environments, and teaching evaluations. These innovations make the course more effective in focusing on students’ knowledge acquisition and practical application abilities, achieving the goals of fostering students’ comprehensive qualities and holistic education.
本文以公安高等教育高质量发展政策为背景,针对刑事科学技术专业综合实训课程开展教学改革研究。通过构建“CDIO (Conceive-Design-Implement-Operate)实训模型”,实施“双导师制”教学模式,结合分组对照实验(实验组n = 45,对照组n = 45),验证教学改革成效。数据显示:实验组在物证处理规范率(71.5% vs 29.8%, p This study explores the teaching reform of the comprehensive practical training course in the Criminal Science and Technology major, conducted under the policy background of promoting high-quality development in public security higher education. By constructing a “CDIO (Conceive-Design-Implement-Operate) training model” and implementing a “dual-mentor system” teaching approach, a controlled group experiment (experimental group: n = 45;control group: n = 45) was conducted to validate the effectiveness of the reform. The results demonstrate that the experimental group significantly outperformed the control group in evidence processing standardization rate (71.5% vs 29.8%, p < 0.001) and electronic data integrity verification pass rate (98% vs 83%). The study proposes a restructured teaching content framework and establishes a three-dimensional evaluation system encompassing “environmental complexity, physical evidence diversity, and technical challenges”, providing a replicable reform pathway for practical teaching in public security institutions.
