Model essay for graduation thesis of material engineering 1: Research on practical teaching of metal material engineering specialty
By expounding the importance and significance of practical teaching under the new situation, combining with the development orientation of Shenyang University of Chemical Technology, relying on the chemical industry, we should reform the practical teaching mode of metal material engineering specialty, optimize the practical teaching of specialized courses, strengthen school-enterprise cooperation and practical teaching management, build a perfect practical teaching system of metal material engineering specialty, cultivate students' innovative ability and become high-quality applied talents.
Key words: metal material engineering; Practical teaching; Teaching reform; personnel training
In order to meet the needs of social and economic development, especially the construction of chemical industry, the major of metal materials engineering in Shenyang University of Chemical Technology was approved by the State Education Commission in 2006, and was awarded the master's degree in materials science on the basis of the original teaching staff and experimental equipment. In the specialty construction, we should give full play to the advantages of the chemical industry and the high-quality professional teachers in the University of Chemical Technology, constantly reform and improve the training scheme and mode, and gradually form the professional characteristics based on the industry, closely linked with Liaoning's industrial industry, and comprehensively cultivate the ability of practice and innovation. Specialty orientation conforms to the orientation and development direction of our school, and has been included in our school's specialty construction plan and carried out key construction, with remarkable results. From 2065438 to 2003, nine universities in Liaoning Province participated in the comprehensive evaluation of undergraduate majors, and Shenyang University of Chemical Technology ranked second in metal materials engineering. Practice teaching is the main way to train undergraduates to integrate theory with practice, and it is also the main way to cultivate their innovative consciousness and ability [1]. However, in recent years, under the influence of market economy, many production enterprises are unwilling to accept undergraduate internships on the grounds of affecting production and safety. At the same time, undergraduate students' enthusiasm for internship is not high, which leads to unsatisfactory internship effect.
1 Current situation of practical teaching of metal material engineering specialty
At present, a prominent problem of undergraduate education in China's colleges and universities is that undergraduates' innovative consciousness and ability are poor, and their practical ability is weak, which makes it difficult to meet the needs of fierce market competition and rapid development of knowledge economy [2]. Practice teaching is a link to cultivate undergraduates' comprehensive quality, improve their ability to solve practical problems, and promote them to transform theoretical knowledge into practical skills. Through practical teaching, undergraduates can consolidate and deepen their understanding of theoretical knowledge and cultivate their serious scientific attitude [3]. The traditional practice teaching of metal material engineering specialty in colleges and universities usually has the following characteristics: First, the experimental teaching content of undergraduates is mainly demonstration and verification experiments, while the comprehensive experiments and design experiments are relatively few. The experimental teaching is mainly based on imitation, and the innovative content is less involved. Secondly, the curriculum design and graduation design of some undergraduates are out of touch with the actual production, which affects the employment competitiveness of undergraduates. Finally, due to the limitation of practical conditions, the current undergraduate production practice and graduation practice mainly adopt the way of observing and teaching at the production site of related enterprises, and it is difficult for most undergraduates to deeply understand the organization and implementation process of enterprise production. These problems in practice teaching restrict the improvement of undergraduates' innovative ability [4]. In order to train qualified professionals of metal materials in the 2 1 century, the practical teaching system of metal materials engineering in Shenyang University of Chemical Technology has undergone a series of reforms in recent years, forming a stable and effective practical teaching system.
2. Optimize specialized course experiments
In order to train qualified professionals of metal materials engineering in the chemical industry in 2 1 century, the experimental teaching content has been planned and arranged as a whole since 2006. After several years of reform and practice, a scientific and reasonable experimental teaching content with the characteristics of chemical engineering and metal material engineering has been established. Combined with the chemical characteristics of Shenyang University of Chemical Technology, the main processing methods of chemical unit equipment, such as pressure processing, welding, machining and corrosion, are introduced. Strengthen the main professional courses such as metal plasticity working principle, welding metallurgy, welding technology and equipment, metal corrosion and protection, metal heat treatment, material nondestructive testing and so on. These specialized courses all have experimental contents, and at the same time, the confirmatory experiments are optimized, the comprehensive and designed experiments are added, and the practical ability of undergraduates is improved. Consolidate scientific research achievements and teaching resources, further improve the construction of campus training base, create conditions for students to operate and cultivate their engineering practice ability. In addition, the major of metal materials engineering invests a certain amount of money every year to transform the existing experimental equipment, update some professional experiments, increase innovative experimental hardware conditions, and increase the types and number of public equipment in open laboratories. Further open the laboratory, and open the laboratory all day at least two days a week to ensure that undergraduates can carry out experiments independently as needed.
3. Strengthen school-enterprise cooperation and practice management.
Many enterprises that used to know internship, production internship and graduation internship have outdated equipment and almost no advanced equipment and technology, which greatly reduces the internship effect. Therefore, in recent years, the specialty of metal materials engineering has increased personalized practice, and adopted school-enterprise cooperation, combined with students' hobbies, employment direction, teachers' scientific research projects and the training of employment units, etc., and students were sent to enterprises to study and practice, in order to facilitate students to practice in enterprises. The major of metal material engineering has successively established practice bases with more than ten enterprises such as Shenyang Casting and Forging Industry Co., Ltd., Fuao Liaoning Automobile Spring Co., Ltd. and Fushun Machinery and Equipment Manufacturing Co., Ltd., and strengthened cooperation with relevant enterprises and institutions through the practice bases, and carried out practical teaching of metal material engineering major by using its equipment. Combined with the actual situation of enterprises, enterprise course teaching, on-site teaching and case teaching were carried out, which also promoted undergraduates to understand the latest scientific and technological development trends of metal materials and related materials, and enabled undergraduates to have the ability to analyze and solve practical problems in production. For undergraduate students' graduation thesis and design in combination with actual projects of enterprises or in practical education bases and enterprises, teachers inside and outside the school will jointly guide and comprehensively apply what they have learned to strengthen students' ability to analyze and solve problems independently. In order to ensure the internship effect and strengthen the attention of undergraduates, the director of metal materials engineering and all the internship instructors participated in the internship mobilization, emphasized the safety issues in the internship process, and made clear the assembly time, place, dress and matters needing attention for each internship. During the internship, every time you go to a workshop, please ask the workshop director to introduce the typical equipment and technological process of the workshop, so that undergraduates can have a general understanding of the contents of the visit before visiting. The evaluation of internship results is mainly based on attendance, discipline, internship notes and internship reports. Through the efforts of all parties, the initiative of undergraduate internship has been greatly enhanced.
4. Carry out innovative activities to promote practical teaching.
Encourage undergraduates to actively carry out diversified scientific and technological innovation activities [4-5], such as participating in teachers' scientific research projects and various college students' competitions. By organizing various types, forms and levels of extracurricular activities, all kinds of extracurricular activities, such as engineering practice, innovative practice training, academic competitions, academic frontier lectures, social practice and public welfare activities, are brought into the unified implementation and management of the curriculum system as the second classroom curriculum module. In recent years, the student project of metal material engineering won the second prize of the third national mechanical innovation design competition; ? 1 1 the first challenge cup? Won the national third prize in the national extracurricular academic and scientific works competition for college students; 20 1 1 and 20 13 won the third prize and the second prize of national english contest for college students respectively. There are dozens of provincial awards. Through the development of innovation competition, students' innovation ability is cultivated, teachers' enthusiasm for guiding students' innovation is also improved, and the atmosphere of innovation education is enlivened, which provides a platform for the personality development of students majoring in metal materials engineering and lays a certain foundation for students to engage in scientific research activities after graduation.
5 conclusion
Nowadays, with the rapid development of quality education [6-7], metal materials play an important role in the chemical industry. In order to train qualified professionals of metal materials in the chemical industry in the 2 1 century, we will constantly optimize the construction of practical courses, construct scientific and reasonable practical teaching content with the characteristics of chemical industry and metal materials engineering, and strive to cultivate students' innovative ability. High-quality applied talents who can engage in the research, composition-process and equipment design, organization and performance inspection, manufacturing, technology development and management of metal materials and metal matrix composites in chemical enterprises, universities or scientific research institutes after graduation.
refer to
[1] Hu Zongzhi, Wu Min, Rebecca, et al. Innovative practice of production practice of metal material engineering specialty based on regional advantages [J]. China Electric Power Education, 2011(2):129-130.
[2] Zhen Rui, Cai Lu. Reflections on talent training and teaching reform of metal materials engineering in application-oriented undergraduate colleges [J]. Journal of Nanjing Institute of Technology: Social Science Edition, 2009,9 (4): 65-68.
[3] Hu Zongzhi, Zou Juan, Sun Xiaohua, et al. Research on practical teaching system of innovative talents training in metal materials engineering [J]. China Electric Power Education, 20 13 (26): 98-99.
[4] Wang Rong, Yang Aimin, Zhang Xiaoyong, et al. Thoughts on the construction of metal material engineering specialty in our school [J]. Human resource management, 20 10 (1): 46.
Wang, Cai Suli, Gao Zeping, et al. Research on Practice Teaching Reform of Metal Material Engineering [J]. Journal of Hunan University of Technology, 2011(5) 98-1kloc-0/.
[6] Sun Jianchun, Chen. Reform and practice of practical teaching of metal material engineering specialty [J]. China Metallurgical Education, 2009 (4) 55-57,60.
Sun Xiaohua, Hu Zongzhi, Huang, et al. Reform and practice of comprehensive experiment teaching for metal materials specialty [J]. China Electric Power Education, 2013 (14)18-119.
Model essay II on graduation thesis of materials engineering: Cultivation of innovative experimental ability of master of polymer materials engineering
abstract:
Combined with the teaching status of master of engineering at home and abroad, by analyzing the research direction of master of engineering in China and the problems that enterprises need to solve, such as derailment of theoretical courses and lack of time, and on the basis of drawing lessons from foreign advanced experience, the dual tutorial system and flexible training mode are put forward to ensure the effect of cultivating innovative experimental ability and cultivate enterprises. Can you keep it for use? Application-oriented senior talents with practical ability and innovative ability in polymer materials engineering specialty. Through the practice and exploration of the training mode of innovative experimental ability of engineering master, the theoretical knowledge, practical ability and innovative thinking accumulation of engineering master students have been improved to some extent.
Keywords: Master of Engineering; Innovative experimental ability; Cultivation mode
Postgraduate training is an important part of talent training in colleges and universities, and the exploration and research of its training mode has always been highly valued [1, 2]. During the transition period of China's economic system, traditional industrial and mining enterprises and engineering construction departments have great demand for high-level compound talents. In order to make up for the relatively weak practical ability of academic masters, the State Council Academic Degrees Committee formally approved the establishment of 65438-0997 professional degrees of engineering masters, and the cultivation of innovative experimental ability of engineering masters has become an important research topic in this field.
1 analysis of research status at home and abroad
The origin of American master of engineering education can be traced back to the second world war. After World War II, new knowledge, new technology, new materials and new technology emerged one after another, and the level of engineering activities was rapidly broadened and the complexity was increasing, which had a great impact on engineering education [3]. The biggest feature of its master of engineering training is that it is oriented to professional practical application rather than academic research, and the training goal is future design and development engineers. Since the implementation of master of engineering education in the United States, it has gradually formed a unique and diverse training model [4]. In the United States, the training modes of engineering masters in schools are mainly different, such as continuous postgraduate study system and three-year distance education system, but their curriculum standards and degree requirements are unified, and they must follow the unified professional certification standards provided by the American Engineering Technology Appraisal Committee (ABET) and various professional associations [5]. There are two kinds of master's education in Britain [6]. One is to grant a master's degree in course learning, which is called MSC(MSCourse)；); The other is a master's degree based on research work, called MSphil(MSphilosophy). In addition, there is a research engineer's degree similar to the Master of Engineering in China. The main goal of British engineering education is to enable graduates to obtain professional titles (that is, professional qualifications). After more than 20 years of development, British vocational qualifications have achieved the integration of academic qualifications and vocational qualifications. Strict application requirements, diversified candidates' qualifications and flexible application routes ensure the quality of vocational qualifications. China's master of engineering education was put forward from 1984, and it has gone through the stage from pilot to laying the training mode for master of engineering talents. Since the talent training mode was established, the Master of Engineering Education has grown from 9 training units and 10 engineering fields in 2004, with an annual enrollment of more than 100 to 180 training units and 38 engineering fields in 2004, with an annual enrollment of more than 30,000 and 654.38+10,000. Judging from the development momentum, the master of engineering education is full of vitality. In order to standardize management and steadily develop master's degree in engineering, People's Republic of China (PRC) the State Council Academic Degrees Committee issued document (1997) No.57, which approved more than 70 universities including Tsinghua University, Harbin Institute of Technology, Huazhong University of Science and Technology, Central South University, Beihang University and South China University of Technology to be entitled to confer master's degrees in engineering. Generally speaking, most colleges and universities have formed their own school-running characteristics [7, 8], aiming at cultivating advanced applied engineering and technical personnel, and after years of development experience [9], the current training mode of master of engineering. Compared with foreign countries, the number of universities offering master of engineering training points in China is increasing greatly, but in the actual training process, many universities do not pay enough attention to the qualification certification standard of master of engineering [10, 1 1]. As far as the field of polymer materials engineering is concerned, the main shortcomings of the training mode of master of engineering are that the research direction of master of engineering is not organically combined with the problems that enterprises need to solve, and there is derailment. When setting the direction of the project, enterprises are placed in a dispensable position, and the research topics of graduate students do not match the production technology of the source unit. Students are very busy working in enterprises and can't guarantee the time for theoretical classes. In order to solve these problems, our master of polymer materials processing major plans to gradually explore new dual tutorial system and flexible training mode. Let students make full use of the resource platforms of schools and enterprises to cultivate innovative talents that meet the needs of society. This topic takes the training mode of master of engineering in the field of polymer materials processing as a sample to study, and then it is extended to other postgraduate majors in our school.
2 Main research contents
This topic intends to carry out research through the reform of curriculum system, teaching methods, the form of dissertations and the research content of subject sources, in order to cultivate applied senior professionals with strong innovation and practical ability in the field of polymer materials engineering. Its main research content.
2. 1 Research on Curriculum System
Because of its own characteristics, Master of Engineering has less class time and rich production experience. The reform of this project is to enable students to learn more and give full play to their respective advantages in less time. In the past, the reform of curriculum system only focused on theoretical teaching, with many required courses (at least 17 credits). According to the needs of students' production posts, more elective courses (original 1 1 credits) will be added. And in the process of imparting professional theoretical knowledge, strengthen the cultivation of students' innovative thinking.
2.2 Research on teaching forms and methods
Most of the current engineering masters are leaders in production positions, and their work is very busy, so it is difficult to concentrate on classes. The methods to be adopted in this project are: remote network classroom (video interactive classroom between teachers and students), that is, courseware on demand, online Q&A, online tutoring, synchronous asynchronous discussion, online testing, expert lectures, etc. That is, using the popular BBS to ask questions and communicate.
2.3 Form reform of dissertations
At present, the form of engineering master's degree thesis is relatively simple, and writing is usually used. Big paper? Way. In order to solve this problem, the measures to be taken in this reform are as follows: Dissertation form: product research and development, engineering design, applied research, engineering/project management, research report.
2.4 the reform of research topics, sources and research contents
At present, most of the students' projects come from the projects of tutors in the school, which is seriously out of touch with the majors of graduate students. In order to solve this problem, this project intends to adopt the way of joint training between schools and enterprises to study the specific problems of enterprises. The mode of joint training between schools and enterprises is an educational mode that focuses on cultivating students' comprehensive quality, comprehensive ability and employment competitiveness, utilizes two different educational environments and resources of schools and enterprises, and adopts the organic combination of classroom teaching and students' participation in practice to cultivate talents with comprehensive quality and innovative ability that meet the needs of different employers. The fundamental difference between the school-enterprise joint training mode and the traditional university training mode is that the talent training goal of the school-enterprise joint education is to build a production technology-oriented mode that adapts to the development of new materials with the cultivation of application ability as the main line and the development of the industry as the support. Zero distance? Practical teaching system and production? Zero distance? Does the teaching material system meet the requirements of solving practical production problems? Zero distance? The quality development training system can achieve a win-win situation among schools, enterprises and students. Therefore, we will try our best to taste the purpose of professors entering the enterprise, bosses entering the campus and employees (students) entering the laboratory.
2.5 Mentor management reform
Dissertation is an important symbol to comprehensively measure the training quality of master of engineering, and it should be completed independently by those who study for master of engineering under the guidance of tutors. The thesis is jointly guided by the master tutor with engineering practice experience in the school and the technical personnel with senior technical titles with strong sense of responsibility selected by the engineering unit.
3 innovative experimental ability training mode
The scientific development of postgraduate education in engineering depends on its adaptation to social needs, and how to deepen the interactive relationship between universities and enterprises is the crux at present. The Institute of Materials Science has taken the following measures on this issue:
(1) Focus on the needs of enterprises and innovate the concept of running a master of engineering education. With the continuous expansion of the scale of master of engineering education, we constantly update the school-running concept of master of engineering education, and will run through the training of master of engineering with the purpose of serving enterprises. Can you keep it for use? High-level applied talents. For graduate students trained by school-enterprise cooperation, they can bring their own research topics. That is, the master of engineering can bring his own research project, and the completion of the project can be completed by using the existing experimental conditions of schools and enterprises. The basic conditions of experimental teaching in the school are good and the teachers' level is high. The laboratory is open for operation and resources are shared.
(2) Tailor-made Compared with the general graduate students, the knowledge background of master of engineering is more diverse, which should be done in the training process? Tailored, tailored? According to different industries and students, students can choose topics in their own fields of work. So as to better meet the needs of enterprises and meet the needs of engineering construction and development in various fields. For example, there is a famous student in our grade 20 1 1 from Weihai Carbon Fiber Factory. What is his subject? Pan.
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