基于知识图谱的环境学科课程优化与贯通式培养路径OA

[Objective]To address key challenges in undergraduate-postgraduate(UG-PG)integration in environmental engineering education,including content duplication,insufficient curricular articulation and missing frontier topics,as well as the limitations of traditional curriculum systems organized around isolated individual courses without an integrated structural design,this paper proposes a knowledge-graph based pathway for curriculum optimization to achieve course consolidation,stronger articulation,and frontier embedding,thereby providing structured curricular organization support for the cultivation of top innovative talents.[Methods]First,this paper conducted knowledge-point extraction and structured representation,using teaching texts such as course syllabi,textbooks,and lecture materials as data sources,producing standardized curriculum knowledge units under unified granularity and terminology.Then,this paper built a teaching knowledge graph and performed course linkage analysis and redundancy diagnostics based on knowledge-point similarity,co-occurrence relationships,and graph structural features to identify"redundant zones-articulation gaps-key nodes".Guided by these signals,this paper implemented graph-informed curriculum restructuring through modular course clusters,bridging micro-modules,and the insertion of frontier nodes[e.g.,carbon neutrality,smart water,artificial intelligence(AI)],thereby re-designing prerequisite-co-requisite-subsequent course chains.[Results]Building on this analysis,this paper proposed a three-layer instructional optimization model—"knowledge graph-ability progression-literacy integration"to achieve a triadic linkage from knowledge to ability to literacy,with explicit application scenarios and feasibility for students(learning navigation and path reachability),instructors(teaching diagnostics and collaborative preparation),and departments/schools(course-cluster governance and quality evaluation).[Conclusion]Focusing on methodology and process,with an emphasis on the use of knowledge graphs as a practical tool for curriculum structure diagnosis and instructional organization,the framework offers a structured and reproducible reference for shifting environmental engineering education from a course-supply logic to a learning-generation logic.