Rui Zhang, Bingfen Cheng, Jingjing Xie, Lei Gao, Hongtao Li
Against the background of emerging engineering education reform, traditional lecture-based teaching of emergency management courses relies merely on static printed fire cases, which cannot create dynamic fire scenarios for students to practice emergency judgment. Our teaching group carried out a one-year classroom teaching pilot based on the college student innovation project of intelligent building fire evacuation simulation system. We decomposed the complete technical system including multi-source sensing, edge AI identification and improved A* dual-objective algorithm into graded classroom learning tasks matching different learning levels. Teaching data collected from 83 undergraduates shows that students’ scores on dynamic scenario judgment rise significantly after the reform, and their learning initiative is greatly improved. This paper sorts out the operable classroom implementation methods of transforming innovation project achievements into teaching materials, which can provide practical references for fire-related courses of emergency management majors in other universities.