COVID-19 pandemic has caused many design bid build projects to suffer losses. Design bid build or DBB has the disadvantage of depth partnering. The research purpose is to reveal the depth of partnering of DBB, the characteristics of existing partnering in DBB through detection in each project life cycle in DBB, then efforts to increase DBB partnering to partnering in integrated project delivery (IPD). The methodology used is secondary data from three project DBB, then validation using focused group discussions (FGD) with expert judgment, then the Delphi method to analyse and propose recommendations. This project recommends that DBB project can improve the project performance so stakeholder can increase partnering toward integrated project delivery (IPD) partnering. This research can be used for increasing partnering in DBB projects towards partnering in IPD. This research will produce strategic recommendations that can be utilized by stakeholders (owner, contractor, designer) in improving project performance to generate great value for the project, will result in long-term project sustainability, improve relationships, and learn valuable lessons for future projects. DBB projects usually experience many problems due to the competitive nature of partnering for owners, contractors, and designers, so it is necessary to develop an overall strategy as an option to improve partnering in DBB project contracts. This research will help create a sustainable project by the owner, contractor, and designer.

Functions are the core of algebra, and the teaching of function concepts is also the main task of high school mathematics Students' learning of functions and their concepts shifts from understanding specific quantitative relationships to understanding abstract quantitative relationships The monotonicity of functions, as the property of the first function that students learn in high school, lays a certain foundation for learning function related knowledge in the future.

The concept of output-oriented education has been introduced for many years in our country and has been widely used in the process of personnel training in Chinese universities. This paper discusses how the concept of Outcome Based Education can be fully integrated into the process of developing talents in an interdisciplinary and collaborative manner in the context of new engineering. We have made useful explorations in various aspects from curriculum system integration, online teaching resources construction, studio-style course organization mode, rich teaching project library to school-enterprise cooperation project practice, etc., which have improved students' learning effect.

"Physics Curriculum Standards for Compulsory Education (2011 Edition)" requires that physics teaching in junior high schools should focus on the development of students' scientific abilities, including the development of scientific knowledge and skills, scientific methods and attitudes. In view of the problems existing in middle school physics teaching such as being out of touch with real life, lack of interest, and traditional indoctrination teaching, integrating STEAM education concepts into physics experiment courses can greatly improve the interest of physics teaching and put students first. , teachers as instructors and assistants to improve the existing problems in the current physics teaching. Therefore, how to reasonably apply the STEAM education concept to the physical experiment course is a question worth exploring. I take "the design and production of floating sinks" as an example. The general idea is to build the main line of classroom teaching: the smoothness of knowledge logic, the progress of students' cognitive laws, the smooth design of teaching activities, and how to learn buoyancy and explore objects. To better understand the floating and sinking of objects when floating and sinking, interspersed with the educational concept of STEAM.

The purpose of this paper is to discuss the innovative research on the instructional design and development of courses based on digital platforms. Firstly, the importance of digital platforms in the field of education and the current status of their application are introduced. Secondly, the concepts and key elements of course instructional design and development are analysed, and the role of digital platforms in course instructional design and development is discussed. Then, the innovative practices and methods of course instructional design and development based on digital platforms are described, including the integration and personalised customisation of learning resources, the construction and interactive communication of learning communities, and the improvement of evaluation and feedback.