ABSTRACT As the requirements of geotechnical engineering education on students’ practical ability and innovative thinking continue to improve, the traditional classroom teaching mode is difficult to effectively meet the teaching needs of the complex mechanical behavior of fractured rock mass, such as multi‐scale characteristics and nonlinear response. On the basis of this, an integrated education and teaching paradigm with the Conceive‐Design‐Implement‐Operate (CDIO) of “Rock mechanics test—Numerical simulation” is constructed to intuitively and efficiently improve the students’ cognitive level and engineering practical ability on the fractured engineering rocks and their mechanical properties. The teaching process revolves around the uniaxial compression mechanics test of red sandstone with arc‐shaped prefabricated fissures, covering four stages of conception, design, realization, and operation, combined with numerical simulation relying on Particle Flow Code in Three Dimensions (PFC3D) discrete element computer software, to carry out the whole process of fissure expansion of the three‐dimensional modeling, calibration of the physical parameters and simulation of the nonlinear response, and then form the virtual‐actual combination of teaching and learning paths based on the engineering computing platform. By comparing the physical test and computer simulation results, high consistency verification is realized in terms of fracture extension path, stress‐strain response, and fracture morphology, which reflects the cognitive gain and accuracy advantage of engineering computational technology based on the discrete element method in the teaching session. The four‐phase teaching structure effectively enhances students’ practical ability, numerical modeling skills, and scientific research thinking, and constructs a closed‐loop teaching system with virtual‐real synergy and computational simulation drive as the core, which has good transfer‐ability and promotion potential and can provide a replicable reference paradigm for the informatization reform of geotechnical engineering courses.
Wang et al. (Thu,) studied this question.