Abstract: Recently, many intelligent technologies (such as internet of things, cloud computing and big data) have been penetrating and integrating surveying and mapping science, raising new claims for curriculum of digital photogrammetry. This paper analyzes the limitations of digital photogrammetry curriculum in Nanjing University of Information Science and technology (NUIST), including less connection between knowledge points, archaic curriculum system, monotonous practical teaching. We put forward the following changes: constructing pyramid teaching objectives, creating dynamic teaching module to cover hot technologies, forming applications connecting the knowledge points, constructing problem driven practical teaching to achieve the initial curriculum reform. Comparison to the survey results before the reform shows that the new curriculum system exercises students’ ability in knowledge understanding, programming skills, communication and cooperation, and literature retrieval, which proves the effectiveness of the curriculum reform and provides experience for other similar courses.

Key words: intelligent surveying and mapping, digital photogrammetry, example application, problem-driven, new model of practical teaching