The study of engineering geology emphasizes the combination of theory and practice, and it highlights the comprehensive cultivation of curricular theory, curricular practice, and comprehensive skills. It is necessary to establish a set of effective methods to evaluate the achievement of training objectives to track, test, and improve the quality of curricular learning. In this paper, the principle of the fuzzy analytic hierarchy process based on entropy is used to construct an evaluation index system for the goal achievement degree of engineering geology courses, and the primary indicators mainly include knowledge, ability, and quality. Based on the actual situation, five curricular achievement levels are determined, that is, the comment set V = {very low, low, medium, high, very high}. Relying on the engineering geology course resource database of Xuchang University, the course goal achievement degree is evaluated, and the results show that the engineering geology course achievement degree is high. This method is suitable not only for the evaluation of the achievement of curricular objectives but also for the evaluation of the achievement of engineering education graduation requirements. This method can also help us find different courses and teaching weak links supporting the index points, indicate the direction and provide support for teachers to continuously improve their teaching and management methods, and effectively promote a continuous improvement in teachers’ teaching level and teaching quality.

Engineering geological practice and investigation are important measures for geological fluid and engineering geological research; the practice route has an important impact on the achievement of research objectives. In this study, the practice route is mainly affected by four primary indicators: abundance of geological resources, rationality of the practice route, effect of practice, and the accommodation conditions. The four primary indicators include 13 secondary indicators, and each secondary indicator can be divided into positive and negative random variables, which is the specific content of the evaluation. In order to collect the feedback data of participants on the practice route, a questionnaire was constructed based on indicators at all levels. According to the results of the questionnaire, the mean and standard deviation of each random variable are counted and the distribution law of probability density is fitted. A performance function is constructed to represent the approval status of participants for each indicator. Considering the influence of 26 random variables, a multifactor evaluation method for the engineering geology practice route is proposed based on the reliability analysis method. This method can be used to analyze the approval status of random factors, search for the shortcomings of the route, and provide an effective method to improve the rationality of the route. The conclusion shows that this study provides a solution to evaluate fuzzy problems in engineering geological practice, especially if the problems are difficult to be quantified through experiment or measurement.

Engineering geology applies geological theories and methods to the practice of engineering activities, evaluates the engineering geological conditions of the engineering site through engineering geological investigation and comprehensive research of theories, solves the engineering geological problems related to engineering activities, predicts and demonstrates the occurrence and development laws of engineering geological problems in the engineering activity area, and puts forward technical measures for prevention and control, so as to contribute to the planning, design, and construction and provide necessary geological and technical data for use and maintenance. Based on the theory of multiattribute decision-making, this paper puts forward the evaluation index system of engineering geology teaching quality in applied universities. A curriculum teaching quality evaluation index system is constructed, which is composed of four main indexes: online resources and teaching, offline teaching process, classroom teaching quality evaluation, and classroom teaching quality evaluation. Furthermore, 11 second-class indices and 28 third-class indices are considered. The judgment matrices and membership degree of each attribute are obtained through use of a questionnaire, and the total weight of each subitem is calculated using the analytic hierarchy process. The calculation results show that the classroom instructional quality of the engineering geology course can be considered excellent; furthermore, other courses could also be evaluated using the same method, where those with low evaluation results can be further improved. Using the fuzzy comprehensive evaluation method based on the analytic hierarchy process, we evaluate the instructional quality, comprehensively consider the nonlinear and fuzzy characteristics of evaluation factors, can scientifically calculate the weight value of each evaluation index, and combine qualitative and quantitative aspects, in order to objectively provide an evaluation of the classroom instructional quality of teachers, which is conducive to the high-quality construction of university courses.