No matter how good a course is, it cannot remain unchanged. It must keep up with the times and adapt to the battlefield. The vitality of a course begins with a precise grasp of its core purpose and deep meaning. If we deviate from this fundamental principle, even the most complete framework is just an empty shell. For the military operations research course team of the Army Infantry Academy, identifying the "bullseye" of course development and solving the "pain points" of teaching reform are essential questions for cultivating talents on the battlefield. All our efforts are aimed at cultivating students' practical awareness and making this course truly useful on the future battlefield. ”This is the constant pursuit of team members. Zou Li, the director of the teaching and research department, still remembers a scene many years ago: at the graduation drill site, when faced with the difficult problem of troop allocation and task coordination, some students lacked organization and took too long to come up with a plan that deviated from the actual combat direction. Nowadays, in military operations research classes, instructors present typical cases of military decision optimization, and students can quickly sort out task objectives, resource constraints, and variable relationships, filling in scattered information into analysis tables. The originally headache inducing issue of troop deployment can now be accurately 'calculated' in just a few minutes. ”The evaluation of the students reflects the effectiveness brought by the optimization of the course. Good courses are never self proclaimed, but rather recognized by the majority of people. ”Zou Li introduced that since the launch of the teaching reform in the course, students' enthusiasm for class has significantly improved, classroom interaction is enthusiastic, and more and more students actively explore problems after class. Being able to apply one's professional expertise to teaching and educating people, and contribute to the cultivation of talents for the military, this feeling of being needed and recognized is a kind of happiness. ”During the interview, the team members spoke in a simple yet sincere manner. One night, a news report about the latest developments in a local conflict sparked heated discussions among team members. Zou Li clearly felt that "facing the complex, ever-changing, and increasingly uncertain forms of war, everyone seems to carry something indescribable with them. Zeng Zilin, who has been deeply involved in the field of military operations research for many years, said that this is a sense of urgency. She told reporters, "No matter how good the course is, it cannot remain unchanged. It must follow the times and adapt to the battlefield." In 2015, Dr. Zeng Zilin graduated from graduate school and plunged into the front line of teaching. In the 2017 military academy reform, the Army Infantry Academy was transformed from a vocational education institution to a degree education institution, and military operations research courses were established. Due to her expertise and strong business skills, she serves as the person in charge of this course. Over the years, what Zeng Zilin has felt the most deeply is the "fast speed of knowledge iteration and update"! In her opinion, with the accelerated evolution of war forms, traditional analytical models are no longer able to cope with the complex interactive relationships in combat operations. If cutting-edge technologies such as artificial intelligence are not introduced in a timely manner, the curriculum will be disconnected from actual combat. Zeng Zilin said, "Everyone's mind is exceptionally clear. We cannot let the curriculum fall behind the times, nor can we let students bring outdated knowledge to the battlefield." In the eyes of team members, every modification of the course design plan, every addition of typical cases, and every update of teaching content may seem like a small breakthrough, but in the context of educating people for war, they have a heavy weight - these efforts will be tested in classroom teaching, confirmed in the improvement of students' abilities, and will also affect the outcome on the future battlefield. Whether a course can become a high-quality course by integrating "solving practical problems" into every aspect of curriculum construction depends on whether it can break free from the stereotype of "homogenization" and truly have its own characteristics. For the military operations research course team of the institute, their breakthrough is to integrate "solving practical situations" into every aspect of the course construction. Liang Yezi was one of the earliest civil servants in the teaching and research department. In order to help her pass the new teacher's "one class" assessment smoothly, Zou Li designed practical teaching cases for her. Zeng Zilin taught her how to use heuristic teaching to stimulate students' thinking step by step. The entire teaching and research team polished and guided her word by word from the framework of classroom design to the expression of each sentence. First place, Liang Yezi! ”At the moment when the assessment team announced the results, warm applause erupted from the scene. At the moment when applause erupted, a new teaching concept popped into Zeng Zilin's mind: "Can role simulation help students understand concepts more deeply?" As soon as the competition ended, she immediately gathered the team and started a new round of teaching research. The team members are acutely aware that the trainees will move on to grassroots command officer positions in the future, which means that the course cannot only pursue technical complexity, but should focus on "how to transform theoretical knowledge into the ability to solve practical problems in infantry combat". In order to broaden the path of teaching reform, Zeng Zilin led his team to hold more than 10 meetings in the same month, and the word "practical experience" was repeatedly mentioned as the core keyword of each discussion. Compared to focusing on teaching complex mathematical models, our focus must be on 'enabling students to use models to solve practical combat problems'. ”Deputy Director of the Teaching and Research Office, Heng Xiang'an, said. Yes, let's go in this direction! ”Zeng Zilin's tone is firm. "Nowadays, theoretical content accounts for a relatively high proportion, and it not only has serious homogenization with other universities, but also lacks practical perception. It must be transformed into a course that points to practice." She proposed that common issues in infantry combat, such as firepower configuration, troop deployment, and battlefield command, should be transformed into concrete and actionable teaching cases, so that students can not only understand the basic principles of military operations research, but also directly apply them to future command practice. Around this goal, the teaching team has made two key adjustments in the course design: one is to simplify the formula derivation process, leaving more classroom time for case teaching, so that students can both receive "theoretical indoctrination" and learn "practical methods"; The second is to closely follow the actual combat situation of infantry, tailor design targeted cases, and ensure that the teaching content truly meets the needs of the battlefield. Only by closely adhering to the actual situation of the troops and educating people in battle can the curriculum be well received and popular. ”Li Jiyong, the director of a certain department in the college, said, "The key to teaching reform is to find a path that is close to practical experience and meets the needs of students." Recently, the team broke through the encirclement with this practical course in the National College Teacher Teaching Innovation Competition and won the first prize in one fell swoop. The team's footsteps did not stop because of this - immediately summarizing and reviewing after winning the award, researching and discussing areas that need improvement, and how to be more practical... This clarity is deeply rooted in the hearts of every member of the team. On the path of transforming theoretical knowledge into combat effectiveness, they have always maintained an "never satisfied" persistence, continuously exploring various possibilities of practical teaching. We are not only working on a project, but also on a remarkable undertaking. In systems science, an unstable system often exhibits the "butterfly effect": small changes in input can cause drastic fluctuations in results, and such unstable solutions are of no value in practical applications. This law precisely reflects the practical challenges faced by military education - with the accelerated evolution of modern warfare forms, intelligent, unmanned, and networked combat styles continue to rewrite traditional war rules. If the teaching system cannot keep up with the changes and explore integration, the talents cultivated will be difficult to adapt to the future battlefield. The commanders we cultivate should not only understand traditional tactics, but also be able to use new technologies to solve new problems. ”The team's understanding of talent development goals always aligns with the demands of the battlefield. After that survey, frontline officers and soldiers repeatedly said that the army urgently needs talents in the fields of 'unmanned equipment application' and 'military chess deduction'. Although our previous cases were close to actual combat, they were mostly traditional combat scenarios and could no longer meet the actual needs of the army. ”Zeng Zilin said. Based on this judgment, they will "link" their independently developed military chess system to frontline troops' training activities, accumulate big data through the application of digital means, and study how to improve the efficiency of military action deduction. In class, the team introduced the teaching module of "military force application game based on military chess deduction", allowing students to understand the law of military deployment in simulated practical scenarios and verify the military operations research theory they have learned. Now, each of you is the staff officer in the video just now. If you were facing this situation, how would you use military operations research methods to optimize the combat plan? ”The interaction in the classroom drives students from passive knowledge receivers to active problem solvers. In recent years, the military operations research course has been rated as a high-quality course by the college, and the team has won the second prize in the army teaching competition... "The team did not expect any benefits from winning the award, and no one was' poached '," Zou Li's words were full of pride. "Because everyone has recognized one thing, we are not only doing a project, but also doing an amazing cause." Walking into the teaching and research room of the course team, the reporter found a black travel bag placed in the corner of each office. From the coast to the border, from the basin to the plateau, these travel bags have "walked" through multiple training grounds, witnessing the effective results of many curriculum reforms. Zeng Zilin opened his travel bag, which was neatly arranged with laptops and various research materials. She said, "In order to integrate the most cutting-edge technology into teaching, we are always ready to go to the front line of the army, participate in practical exercises, conduct research and teaching practice." Over the years, Zeng Zilin has compiled a large number of specialized research materials, which have become a solid support for the curriculum to focus on the forefront of war and integrate new technologies. At night, the teaching and research room is brightly lit, and team members are still studying at their desks, striving to find a path to deeply integrate cutting-edge technology with the training needs of grassroots commanders, and exploring the possibility of more innovative teaching models in the future. Black travel bags are quietly placed in the corners, waiting for the next expedition