Aiming at the problems existing in the experimental teaching of mechanical design in China, this paper puts forward corresponding solutions, and gives an example of how to combine these solutions with mechanical design. On this basis, students' personal technical ability can be really improved. I hope this paper can provide some help for the reform of mechanical design experiment teaching.
Keywords: mechanical design; Teaching; reform
Mechanical design course is a compulsory basic course in engineering colleges, which emphasizes the cultivation of students' personal operation ability and plays a great role in students' future work. Therefore, mechanical design course is an extremely important course for engineering students, and students' personal practical ability and innovative spirit can be improved in this course. However, there are still many problems in the teaching of mechanical courses in China at present, and the key to doing a good job in mechanical design courses at a higher level is to solve these problems.
Problems exposed in Mechanical Design Course 1 Experimental Project
The experiment of 1. 1 puts too much emphasis on verification.
Although there are many experiments in the textbooks of mechanical design courses in China, such as belt drive experiment, image drawing of mechanical movement, mechanical parameter measurement and so on. However, these experiments are mostly in the form of confirmatory experiments in textbooks, which are very theoretical. Students think that these design experiments in textbooks are often of little use to their future work. Therefore, it is difficult to arouse students' learning enthusiasm in the experimental part of mechanical design textbooks in colleges and universities, and it is also difficult for students to combine this knowledge with their future work.
The experimental content of 1.2 is not comprehensive.
In the course design experiment of mechanical design in colleges and universities, there is often a lack of comprehensive application of theoretical knowledge of mechanical design in a single experiment, and each experimental design is carried out around a single theoretical knowledge point without comprehensive application of theoretical knowledge. Simply paying attention to the verification of theoretical basic knowledge by experiments can not effectively improve students' innovative ability, but only let students prove the relevant theories in the teaching materials in experiments.
1.3 experimental project scored low in the evaluation of mechanical design course.
In the comprehensive evaluation of students' abilities in mechanical design courses, colleges and universities often pay more attention to students' mastery of theoretical knowledge, but often ignore the cultivation of the most important students' practical operation ability. In the evaluation of students' grades, experimental courses often only account for about 30% of the scores, and most of the scores lie in the written expression of theoretical knowledge. This memory-based teaching method deviates from the original intention of attaching importance to experiments in mechanical experiment class, and can't really cultivate students' independent innovation consciousness, nor can it play a role in improving students' professional skills. Still suffering from this? Emphasis on theory over operation? Many students are often reluctant to do experiments by themselves in experimental classes, and their ability to use personal skills cannot be enhanced in mechanical design courses.
2 mechanical design course experimental teaching reform countermeasures
2. 1 experimental course teaching reform
Change the existing teacher-centered teaching method of mechanical design experiment, adopt open mechanical design experiment teaching, and let students play a leading role in the classroom. Teachers use the theoretical knowledge of mechanical design that students have mastered to put forward corresponding experimental design requirements, so that students can consult relevant documents and design experimental models independently. The teacher asks questions according to the students' completion progress, and puts forward relevant revision opinions and evaluations. This can not only prevent students from copying the experimental report of the confirmatory mechanical design experiment, but also effectively enhance students' ability to do things and practice independently. For example, in the experimental class, the teacher announced the topic of the experiment as? Comprehensive test of lateral structure motion data? Students are required to design a set of transmission system, such as the slider structure of crank, by using the relevant theoretical knowledge of mechanical design they have learned at present. After designing this structure, deliberately change a parameter in the structure to see how the change of this parameter will affect the whole experimental data. For example, changing the length of crank and connecting rod. And let the students record it in their own experimental report, and talk about how to choose the best parameters in this experiment, and verify their views through relevant theories. This experimental design not only exercises students' hands-on operation ability, but also improves students' skill level and strengthens students' attention and enthusiasm for mechanical design experiments.
2.2 the reform of assessment methods
At present, the assessment method of mechanical design course in China is still? Value theory over practice? As a result, the mechanical design course is the same as high school physics. As long as students learn the corresponding calculation methods, they can get good grades, which often runs counter to the original teaching intention of mechanical design course. Therefore, it is necessary to improve the examination method of the current mechanical design course, so that the teaching purpose of the mechanical course can return to the right track. For example, in the assessment criteria, students should be allowed to independently complete a set of mechanical design projects, such as linkage mechanism, in accordance with the requirements provided by teachers within the specified time. According to the relevant requirements provided by the teacher, make the corresponding experimental objects and reports, and put forward relevant topics according to the experiment, so that students can make relevant explanations through theoretical knowledge. This assessment accounts for 60% of the students' total scores. In addition, the usual class performance accounts for 20% of the students' total score, and the final grade accounts for 20% of the students' total score. The advantage of this design is that students should pay attention to personal operation while mastering theoretical knowledge, so as to realize the original teaching intention of mechanical design course. Really let students pay attention to the purpose of the experiment, and also lay a good foundation for students' professional skills in the future.
2.3 supplement
After the corresponding reform of mechanical experiment course, it is accompanied by the improvement of the requirements for teachers. Relevant teachers should pay more attention to the reformed mechanical design course, understand the innovative connotation of the new textbook, and gradually shift the teaching focus from theoretical teaching to experimental guidance.
3 Conclusion
At present, the mechanical design course in our country is still too conservative in the teaching process, which is not conducive to the development of students after entering social work. Students can't develop their personal skills in this course. In view of these problems, relevant educators must pay close attention to them. The reform of experimental courses and related evaluation methods need to be further improved. The purpose of all this is to cultivate students' ability to the maximum extent. To achieve this goal, we need the unremitting efforts of all educators.
refer to
[1] Liu Yuanlin. Research and exploration on experimental teaching reform of mechanical design basis under the background of large-scale engineering [J]. Experimental Technology and Management, 20 10/0,01:14-16.
[2] Lu Fengyi, Xu Gening, Kong. Construction and teaching reform of experimental teaching demonstration center of mechanical design basis [J]. Experimental Technology and Management, 20 10/0,02: 81-83+89.
[3] Gao Shijie. Exploration and Thinking on Experimental Teaching of Mechanical Design Basic Course [J]. China Science and Technology Information, 201,14: 277+279.
Basic Model of Mechanical Design 2: Training of Mechanical Design and Manufacturing Talents I. Analysis of Reform Background
With China's reform and opening up, China's machinery manufacturing industry has developed rapidly, supporting the development of this country's industry and national economy. Under the macro-control of the economy by the state, the development trend of machinery industry is steadily rising, and the development of machinery industry tends to be highly automated, with high standard quality and modern information management technology, which requires applied and innovative talents with high professional quality. Through investigation and analysis, the training mode of professional talents in colleges and universities still stays in the traditional mode, the talent training scheme is not perfect, the teaching content and curriculum are not systematic, the teaching methods and means are backward, and the cultivation of students' innovative ability cannot be combined with theory and practice, which all hinder the training of mechanical design professionals and make college students unable to meet the needs of society after graduation. All these have reformed the professional teaching and established the training mode of mechanical design talents that adapts to the social development.
Second, determine the professional training objectives and specifications
The demand for talents in 2 1 century requires not only professional knowledge and skills, but also the ability of information technology application, practice and cooperation. Through the analysis of the background of professional teaching reform, the goal of cultivating talents in mechanical design, manufacturing and automation is:
(1) Orientation of personnel training specifications
Systematically study the basic theory of mechanical design, learn computer information technology and microelectronics technology at the same time, receive the training of modern mechanical engineers and have various professional basic skills to cultivate applied talents.
(2) Orientation of personnel training objectives
The core of talent cultivation is the cultivation of talents' comprehensive quality. In addition to excellent professional skills, they should also have good humanistic quality and social practice ability, strong adaptability and the ability to analyze and solve practical problems. The market economy is characterized by competition, and professional and technical personnel should have competitive consciousness and innovative spirit to meet the demand for talents in the new century in China.
Three, the reform of mechanical design and manufacturing and automation professional personnel training mode suggestions
(1) Make an appropriate teaching plan and establish a scientific curriculum system.
In order to better realize the training goal of professional talents, adapt to the needs of social and economic development, reform the talent training mode, comprehensively improve the quality of professional talents, change and update educational concepts, pay attention to basic skills training and strengthen the cultivation of students' comprehensive ability, pay attention to students' personality development and innovative consciousness, teach students in accordance with their aptitude, and fully mobilize students' initiative. Make a reasonable teaching plan, have clear guidance on the professional direction and specifications of personnel training, and the teaching content should keep pace with the times in order to optimize the overall teaching plan. Establish a scientific modern curriculum system, pay attention to the relationship between courses, and organically combine professional courses with non-professional courses. Through the systematic theory study and professional course study of professional technical basic training, students can master solid professional basic knowledge and acquire various basic abilities. Non-professional courses include professional elective courses and public courses in schools. These courses supplement students' knowledge horizontally and cultivate students' political thinking and humanistic quality to adapt to society. Students can study selectively according to their hobbies and advantages.
(2) Strengthen the construction of the environment and conditions for the training of professional talents.
Good teaching environment and conditions are the basis of cultivating students' comprehensive quality. We should constantly strengthen the construction of teaching management system and improve teaching conditions. By integrating teaching resources and closely combining with scientific research platform, the school actively mobilizes students to participate in scientific and technological innovation activities, expands students' practical ability and cultivates innovative spirit. The school organizes more scientific and technological design competitions and scientific and technological publicity activities, which can not only make students feel the atmosphere of scientific and technological innovation and engineering culture, but also give more students the opportunity to exercise and show their practice. The evaluation mechanism of students adopts diversified ways, which not only examines students' basic knowledge, but also pays attention to the assessment of comprehensive ability, so as to promote students' all-round development.
(3) Pay attention to practical teaching and cultivate students' innovative ability.
Practice teaching is an important part of the teaching of mechanical design specialty and a key link for students to apply theory. It not only deepens the perceptual knowledge of theory, but also better cultivates students' comprehensive abilities such as practical ability and innovative ability. Therefore, to strengthen practical teaching and condition construction, we should not only study in the laboratory, but also move the classroom to the factory, so that students can independently complete experimental projects under the guidance of teachers. At the same time, carry out various extracurricular activities to cultivate students' innovative consciousness and spirit.
Four. Concluding remarks