Exploration and Practice of Knowledge Graph Course Teaching Reform for Professional Degree Postgraduates

Key Points

• To address resource shortages and clarity in engineering applications of knowledge graph courses for postgraduate education.
• Developed a systematic teaching reform plan focused on resource construction.
• Constructed a three-dimensional progressive teaching objective system based on outcome-based education and Bloom's taxonomy.
• Designed a dynamic curriculum resource system integrating foundational theory, engineering practice, cutting-edge tracking, and industry-academia collaboration.
• Implemented a comprehensive teaching plan with three stages and four integrated components.
• The reform effectively addressed resource challenges in emerging courses.
• Students demonstrated improved engineering practice abilities and innovative thinking.
• The approach serves as a valuable reference for developing cutting-edge AI-related courses.

Abstract