1 “machinery manufacturing equipment design” course teaching status
”Machinery manufacturing equipment design” is a professional course with a long history of development, is an important theoretical and practical professional course for mechanical majors, mainly to teach students the design methods of machinery manufacturing equipment, metal cutting machine tool design, typical component design, industrial robot design, machine tool fixture design and logistics system design and machining The basic theory and methods of the overall design of the production line for students to engage in manufacturing work to lay the foundation, has become a large number of institutions of higher learning in the mechanical engineering discipline of undergraduate teaching an important professional course.
It contains a wide range of knowledge, strong professionalism, high practical characteristics, making it more difficult for students to learn, and the teaching effect of teachers is less than ideal.
At present, due to the cumbersome theory in the books of this course makes students unable to link theory with practice, which has a great impact on students’ interest in learning and gradually lack of perceptual cognition of machinery, it has caused the following drawbacks.
(1) teaching mode is relatively single or insufficient, in its narrative is still used in the traditional teaching process, that is, the teacher through a systematic and detailed explanation, so that students master a large amount of knowledge of teaching methods, the form is relatively single, the students just receive the teacher’s knowledge instillation.
(2) the classroom atmosphere is not active, at present, due to the development of the network, many students are in the teacher on top of the lecture, students in the classroom to play cell phones, sleep and other phenomena are more, students take the initiative to participate in classroom discussions are too few opportunities, students innovative thinking is difficult to be effectively cultivated.
(3) The learning effect of students and the assessment method is relatively single, the examination only focuses on the examination of the basic theory in the book, and less on the examination of the design and analysis ability of students.
(4) The practical links are too few, leading to students’ lack of practical experience and poor hands-on ability, and even the experimental classes offered by some universities are too little related to the important structural principles of the classroom, thus influencing students’ full understanding of the relevant theoretical knowledge, and even making the cultivated students out of touch with the needs of society.
To a certain extent, this teaching mode leads to the separation of theory and practice, and students’ innovative thinking is not effectively exercised, which makes it difficult to cultivate students’ practical ability and ability to solve practical problems.
With the wide application of computer and the popularity of Internet, “flipped classroom teaching” is gradually promoted in all schools in China, and its teaching mode gradually becomes feasible and realistic, so that the exploration and practice of case-based and thematic classroom teaching mode can be carried out in professional courses to strengthen the training of college students’ innovation ability, improve their The teaching mode is gradually becoming feasible and realistic.
2 Research on the reform of teaching method
In view of the above problems, the overall concept and idea of the course reform is to integrate practice, theory and design through flipped teaching, so that the three aspects can complement each other and promote each other, so as to achieve a complete understanding and grasp of the knowledge system of the course. Specifically, it includes the following aspects.
2.1 Blended teaching design research of “machinery manufacturing equipment design” course based on flipped teaching
Based on the flipped classroom teaching, we should consider the teaching objectives, teaching links, teaching contents, knowledge difficulty and other factors, optimize and reorganize the course system, clearly point out which contents need to use traditional teaching methods, which contents need to use case-based flipped teaching, which contents need to let students discuss in depth, and finally use traditional teaching and “micro-lesson-discussion-practice” in the teaching activities. Finally, the whole course is designed with a hybrid teaching approach based on the combination of traditional teaching and “micro-lesson – discussion – practice”.
2.2 Case study and thematic study of “machinery manufacturing equipment design” course
For the “mechanical manufacturing equipment design” course hybrid teaching needs to micro-lesson as the carrier of the flipped teaching and the need for students to discuss in-depth part, consider the practice and practice site or laboratory equipment and physical analysis of the diagram, or use three-dimensional software for some difficult to understand the structure of the three motion assembly simulation Simulation, reconstruction and combination of relevant knowledge points, combined with theoretical lectures, the relevant parts of the production of short videos into cases, topics, you can use the relevant platform for students to watch in advance to pre-study or on-demand way in the classroom for students to learn independently, and then let students discuss in groups, to train students’ independent learning ability, improve the flexibility of student learning.
2.3 Strengthen the research of practical link based on network platform
We create a real platform for students’ practice sessions through college students’ science and technology competitions, skill training bases and school-enterprise cooperative research, as well as setting up open, design and comprehensive experimental projects. Problems that are not discussed or thoroughly discussed in class or new difficulties encountered after class are left to be discussed on the network platform in combination with relevant practical sessions in order to have a full discussion to reach a deeper level of knowledge. Teachers can integrate and upload resources of classroom problems and solutions, or even exciting discussion sessions, to the Internet, where students can download and retain them permanently.
Use the Internet to organize the experience in the practice process combined with case study and thematic content into micro videos, and share them through forums, WeChat and microblogging, cloud space and other platforms, so that more people can come in to discuss, criticize and correct, and optimize and improve.
2.4 Research on improvement of assessment methods of teaching reform courses
By trying to change the old method of course assessment which is focused on the end of the period, a paper set the grade. The following considerations can be made in the learning evaluation method: adding 10 points for classroom questioning sessions, 10 points for classroom group discussion sessions, 20 points for practical and experimental sessions, 50 points for basic knowledge theory exams, and 10 points for additional point system (students choose a problem related to the course to analyze and propose a design or solution with their own thinking according to the extent of their learning)
3 Analysis of the reform method
3.1 Reform Objectives
Through the exploration and practice of case study and thematic classroom teaching mode for the course of “Machine Manufacturing Equipment Design”, the innovation and practical ability of college students will be improved, and the relevant teaching practice platform will be perfected. To stimulate students’ independent thinking and ability to find, analyze and solve problems, to cultivate students’ scientific spirit and innovative thinking habits, and to effectively improve teaching quality. It also strengthens students’ independent planning ability and exploration ability when they study, so that students’ thinking can be more flexible, especially the practical ability of engineering students can be significantly improved. Thus, it lays a good foundation for Zhengzhou Institute of Light Industry to further reform the curriculum system of engineering majors and promote the reform of applied talents training mode of our university.
3.2 Key issues in the reform
3.2.1 The design and evaluation of the hybrid teaching system of “machinery manufacturing equipment design”
On the one hand, the “Machine Manufacturing Equipment Design” course emphasizes theoretical lectures, but should be closely integrated with case studies and software tools, and finally be implemented to improve professional skills. On the other hand, as an applied undergraduate college students should not only master the software operation, but also master some other deep knowledge, how to establish a hybrid curriculum system with operability and evaluability is the key problem of this topic.
3.2.2 The problem of designing case study and thematic classroom modules for the “Machine Manufacturing Equipment Design” course
In the process of case study and thematization of the knowledge points of “Machine Manufacturing Equipment Design” course, how to combine cross-disciplinary knowledge to make the short and concise video design vivid and easy to understand, so that students should master the necessary knowledge and ability to integrate. The classroom activity module design of the flipped classroom is actually the link that helps students to internalize their knowledge (continued from page 95) (continued from page 93) The design of the teacher’s classroom activity module has a direct impact on teaching effectiveness. In the case study and thematic course of “Machine Manufacturing Equipment Design”, how to design the classroom activity module is the key issue of this topic.
3.3 Main Features
3.3.1 Build a new teaching concept and teaching mode, combine theoretical teaching and practical teaching, and realize the cultivation of innovative and practical talents in the new era of Internet; highlight the “interactive teaching mode based on flipped teaching, strengthen the practical link, teacher-led and student-oriented”. The core teaching concept of professional courses.
3.3.2 Break the traditional teaching mode of “teacher-centered and textbook-centered”, and adopt the way of asking questions, analyzing problems and solving problems, which can fully mobilize students’ learning enthusiasm, enliven the classroom atmosphere and change students’ learning process from passive acceptance to active thinking.
3.3.3 By integrating and optimizing the teaching contents and constructing the network teaching platform, we can strengthen the construction of practical links and reflect the advanced and practical nature of the course.
4 Conclusion
”Although it seems to be a tedious process, the professional subject knowledge of this course is clear, and each chapter has a focus, so it can be arranged by chapter to produce case-based materials, or focus on a class of structure, a class of design solutions, a class of The main purpose of doing so is to put some of the
The main purpose of doing so is to present some important and difficult to understand knowledge points to students (through video or animation), in order to effectively improve classroom efficiency, help students to efficiently complete the classroom learning tasks, provide students with a platform and channel for professional learning, actively implement heuristic and discussion-based teaching, stimulate students to think independently and identify problems, analyze problems and solve them, and develop students’ ability to solve problems. We believe that this educational approach can strengthen students’ ability to think independently and identify, analyze and solve problems, cultivate their scientific spirit and innovative thinking habits, and effectively improve the quality of teaching.
It is believed that this educational approach can strengthen students’ ability to plan and explore on their own when learning; through this mixed and inquiry-based educational approach, students’ thinking can be more flexible and their practical skills, especially those of engineering students, can be improved due to their participation.