A Sustainable Teaching Framework for Hydraulic Model Experiment Course: Practice-Oriented Optimization Based on Integrated Unit-Based Instruction

Addressing the challenges of vague ability assessment, delayed teaching adjustment, and fixed cognitive challenge levels in sustainable engineering practice courses, this study proposes a “goal elevation-matrix evaluation-dynamic regulation” tripartite coupled sustainable teaching model. The model employs a value-oriented assessment matrix as the core diagnostic tool, integrating a dual-threshold regulation mechanism and standard iteration strategy within a four-year “design-implementation-diagnosis-iteration” closed loop. Empirical evidence demonstrates that ① a three-tier diagnostic model (overall-module-indicator attainment levels) identifies structural problems of the teaching content and pinpoints the key bottleneck; ② replacing redundant high-scoring modules with basic skill modules eliminates extreme values, improves distribution gradients, and trends to class performance at 75~85%; ③ iterative standard calibration supports progressive student competence development along a “familiar problems → new challenges” pathway. This study provides an empirically validated methodological framework for systematically implementing “scientific rigor, practicality, and appropriate challenge” in engineering practice courses while fostering sustainable engineering literacy.