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The Generalized Case Teaching Method and the Teaching of Petroleum Engineering HSE Risk Management

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The Generalized Case Teaching Method and the Teaching of Petroleum Engineering HSE Risk Management The Generalized Case Teaching Method and the Teaching of Petroleum Engineering HSE Risk Management Zhengjun Long Jumei Liu Petroleum and Natural Gas Engineering College Petroleum and Natural Gas Engineering College Chongqing University of Science ＆Technology Chongqing University of Science ＆Technology Chongqing , China Chongqing , China e-mail: [email protected] e-mail: [email protected] Abstract—In this paper, the concept of generalized case includes HSE laws, regulations, management standard, teaching method is proposed, and its characteristics are stated. theory of accident control and precaution, the management In order to adapt to different contents, aims and process of and technical knowledge of health safety and environmental teaching, teaching cases are classified in five sorts, according to protection on petroleum engineering and so on. It also relates the functions of case, namely discussion and analysis case, to hazard risk identify and assessment, control methods and experience-sharing case, application case, display case and the technique of petroleum engineering drilling and workshop scenarios case. The different cases have different production[3]. Based on the uniqueness of petroleum functions in classroom teaching. A specific attempt of case engineering HSE risk management, generalized case teaching method on the teaching of Petroleum Engineering teaching method is inducted in the teaching. HSE Risk Management is also introduced in this paper. The generalized case teaching method is an improved Keywords case teaching method; characteristic ; case teaching method, witch applies different relevant cases in the function ; application whole teaching process and uses different teaching methods such as role-playing, interpretation, analysis, question, I. INTRODUCTION discussion, observation and investigation in working field. As a result, it can raise students’ interests so as to encourage Socrates, the famous philosopher of ancient Greek, is a them to participate in class. pioneer who proposed the idea of case teaching method On one hand, the generalized case teaching method which originally means the way of discussing problems. inherits the advantages of traditional teaching method; on the Modern case teaching method was grown up in the Business other hand, it has unique features. The application of Administration College of Havard University and it was generalized case teaching method in the course of petroleum mainly applied in teaching for industrial and commercial engineering HSE risk management has shown excellent administration, marketing management. Case method is also teaching results. called specific case method. Until 1984 when WACRA (World Association for Case Method Research and II. THE CHARACTERISTICS OF GENERALIZED CASE Application) was established, case method was widely TEACHING METHOD adopted on laws, enterprise Management, medicine, clinical psychology, public, social work, politics, and news etc A. Outstanding Practicalness [1][2]. The most prominent feature of case teaching method is Generally speaking, the case method is a case discussion that the lecture started from practice case. In the course of in class, the teacher guide students to discuss and analyze a the HSE Risk Management of Petroleum Engineering, each specific case according to the requirement of target and lesson begins with a real-life case; by raising questions based content of teaching. This method can make the students on practices, relevant rules are identified through analyzing, so the theory can be refined and applied to guide future think actively and initiatively to search after solution to the practices. There is essential difference between the problems. It is different with traditional teaching method generalized case teaching and giving examples in lecture, as which emphasizes on teaching; it covers the teaching and latter serves to justify the theories taught by the teacher and learning, which stresses on teacher and students’ pass on theoretical knowledge, while former one has richer communication, and stimulates students’ interest and connotation in its examples, which involves a wider range of enthusiasm. The application of case method is helpful to knowledge and a more complicated process for analysis and enhance teaching quality and improve effect, and foster the resolution. Therefore, students should be equipped with not students’ ability of understanding, analyzing and resolving only theoretical knowledge, but also some know-how, problems. experience and common sense. Through this process, the The Petroleum Engineering HSE（H-Health, S-Safety, conversion from practice to theory and from theory to E-Environment ） Risk Management is a course for practice is achieved. undergraduate students of petroleum engineering. The course is intensive knowledge and comprehensiveness, which B. Strong Pertinence in group and independently complete analysis report and so According to the teaching requirements of course on. section or each lesson, pointed cases related to teaching topic H. Multiple Functions of Cases and aims is chosen to introduce the topic and to invite Various case types are introduced in classroom teaching relevant questions and discussions, so the role of cases in based on different teaching objectives and teaching contents, teaching is realized and discussed through the introduction of for which they play different roles. Besides, various forms of problem and point to reflect the case role in teaching. the carriers, contents and learning requirements of cases lead C. Clear Purpose. to diversified teaching modes. The functions of cases change Through reading, thinking, analyzing and discussing when the learning requirements of cases change, which one or several unique and representative typical accident indicates the flexibility of the roles cases play. The multiple case, students are trained to form their own way of logical functions of cases as well as the diversity of teaching method thinking and reasoning so that their ability of analyzing and fully demonstrate the unique generalized characteristics of solving questions are improved, their horizon of knowledge the case teaching method. are broadened, and their individual qualities are enhanced. III. THE STYLES AND FUNCTIONS OF CASES There are various teaching objectives in classroom teaching; to fulfil these objectives, different kinds of cases and Different cases and case types are adopted according to teaching methods are adopted in teaching design. the characteristic of the curriculum content, different teaching objectives and different teaching links of HSE Risk D. Objectivity and Authenticity Management of Petroleum Engineering. Distinct from The cases describe real-life stories, which decide the traditional case teaching method, cases are classified based authenticity of case teaching. The students can develop their on their functions as discussion and analysis, experience- own understanding and conclusions based on their own sharing, application, display, and workshop scenarios case. understanding and the knowledge they learned from cases. The cases have reference with occupation health, safety and environment, including typical accident, experience, E. Comprehensiveness theory and technology cases, stories, allusions etc. Cases are There are diversified cases, involving a wide range of displayed by different media including videos, cartoons, knowledge and rich connotation and inviting question in photos, PPT, text documents. Various case types play many aspects. The cause of the accident is complex；it different roles in classroom teaching. often involves the factors of the human, machine, A. Discussion and Analysis Case environment and management. The analysis of cause for accidents and the proposed precaution measures not only As implying by the name, these cases are used for relate to the fundamental theories and technical expertise of classroom discussion and analysis. For example, in a case of the subject, but also personal experience and comprehensive a typical environmental pollution accident, students learn quality of students. about the accident through reading documents or watching videos and then discuss and analyze the direct and indirect F. Enlightening and Participation causes of the accident, the nature of the accident, and the Students can be enlightened by learning ,discussing and persons responsible for the accident. Therefore, the lessons analyzing real-life cases, while their initiatives can be from the accident are drawn, awareness and measures of enticed as these cases may contain references to them, accident prevention are developed, and students’ indicate a close relationship to them, or because the cases comprehensive abilities of recognizing, analyzing and are authentic and vivid. Students can be turned into active solving problems are cultivated. learners and explorers or knowledge rather than a passive B. Experience Sharing Case end of teaching, and they can really master their own learning and consider it as a pleasure [4]. This case type indicates a summary, collection and classification of lessons drawn from HSE accidents, as well G. Multiformity of Teaching Method as safety working approach and cases regarding typical There are no absolutely correct answers to cases when safety experience (from accidents and allusions). Through adopting generalized case teaching method, as the method sharing and exchanging ideas of accidents, students are focuses on cultivating students’ ability of independent enlightened
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