In the usual study and work, everyone has dealt with papers. A thesis refers to an article that conducts research in various academic fields and describes the achievements of academic research. I believe many people will find it difficult to write papers. The following is the paper of steel structure course design that I collected for you, for reference only, and you are welcome to read it.
First, the problems existing in the course design of steel structure
(A) steel structure curriculum design topic is single.
The topic of steel structure course design in colleges and universities is relatively simple, usually steel roof truss design or steel beam design. The course design of steel structure was carried out only a few weeks after the teaching of steel structure, and even at the end of the semester, the content teaching was seriously out of touch with the design practice. In the course design of one or two weeks, students can only complete the design of an ordinary steel roof truss, which is simple in content and has many shortcomings. For example, steel roof truss design, because steel roof truss can be regarded as an integral part of factory building design, students lack the concept of overall structural design in the design process, and the practical application scope of steel roof truss design is limited. There are too many stylized things in the connection calculation of steel roof truss, and the connection calculation is too monotonous and repetitive.
(b) Students' ability to read and draw maps is poor.
In the teaching and guidance of steel structure course design in recent years, the author found that some students are often unclear about the layout and relationship of roof support system because of their poor spatial imagination, and some students often make mistakes in the layout of roof structure. For a detailed drawing of a steel roof truss, because there are many expressions and construction practices involved in the drawing, the expressions of students at the connection nodes are not complete enough, and the cross-sectional drawing of the roof truss is not corresponding. When students draw the construction drawing of steel roof truss, they often can't express the design intention correctly. In the usual learning process, students are exposed to more concrete structure design and construction drawings, but less steel structure design. In the limited classroom time, it is not easy for students to truly understand the steel structure construction drawing and correctly express the design intention. Therefore, when designing steel structure courses, students often copy the steel roof truss construction drawings in textbooks or course design instructions, and even the size results on the design drawings are inconsistent with the calculation results in the design calculation book.
(C) students' awareness of innovation is not enough
Roof truss design in steel structure course design Because the teacher has given the span of the roof truss and the size of the truss, students do not consult the relevant design specifications and materials, let alone consider the comparison of design schemes, and their subjective initiative is limited. Therefore, teachers should carefully select topics, give students plenty of space, encourage students to consult the materials themselves, determine the design scheme and size, and ensure students' subjective initiative. In addition, teachers should provide a platform for students to communicate and learn, organize students to discuss and communicate, and let students find and analyze problems in the process, and constantly cultivate innovative thinking and awareness. In view of the problems existing in the course design of steel structure, the proposition, teaching and assessment methods of the current course design of steel structure are improved, and practical suggestions and measures are put forward.
Secondly, the conception and practice of teaching reform of steel structure course design.
(a) Choose design themes and design in groups, with one theme for each person.
When choosing curriculum design topics, teachers should carefully choose and arrange various forms of curriculum design topics according to the differences of students' learning ability. In addition to the design of steel roof truss, we can also choose light portal rigid frame, platform structure design, steel frame design and other topics. In order to cultivate students' independent thinking ability and avoid plagiarism in the design process, group design and one-person-one-question method can be adopted in curriculum design. Design the same structure in groups of 4 ~ 5 people. For example, the design team of steel roof truss can realize one problem for one person by changing the design conditions and parameters. Another example is the choice of various roof trusses. Students can choose trapezoidal roof truss, triangular roof truss or herringbone roof truss for design. The value of the load can provide many combinations. Through this way of grouping design, students' theoretical knowledge can be consolidated, students' design ability can be exercised, and students' communication and cooperation ability and teamwork spirit can be strengthened and cultivated.
(B) Reform the teaching methods of steel structure curriculum design
On the platform of classroom teaching, the curriculum design is integrated into classroom teaching, and then the main contents involved in the curriculum design are decomposed into several topics for key introduction, and students are required to discuss after each topic according to the arrangement of group arrangement, and the problems encountered are fed back in time, so that teachers can focus on answering them in the subsequent stage. In this way, teachers can solve students' problems in time and choose different teaching methods according to different contents in classroom teaching. For example, when explaining the mechanical analysis of components on the blackboard, students can gradually understand and master the whole process from external force to internal force to structural stability. In addition to traditional teaching methods, multimedia-assisted teaching should also be adopted. For truss design, this part of the teaching content is abstract, and multimedia should be used for teaching. A large number of engineering pictures, animation demonstrations and video materials can be used to demonstrate the construction practice and welding process of the joint part, so that students can be immersive. The perceptual materials provided by modern teaching methods make teaching activities more vivid and interesting. Visual and auditory stimulation can deepen perception and improve teaching efficiency and learning quality.
(C) the establishment of steel structure course design network teaching platform
In order to facilitate students' after-class study, teachers can use the network teaching platform provided by the school to establish a course website for steel structure course design, which can include the introduction of the course director, teaching team, teaching plan and outline, courseware, engineering pictures, teaching animation demonstration, teaching video, learning reference catalogue, homework exercises, friendship links and so on. , you can also provide steel structure design specifications, atlas and other design materials. Students can visit this website at any time to obtain the relevant knowledge they need, so as to realize the interaction between teachers and students, broaden students' horizons and broaden their knowledge. The website also has links to important academic journals such as Journal of Civil Engineering, Journal of Building Structure, Building Structure, Industrial Architecture, Steel Structure and Progress of Modern Steel Structure, which is convenient for students to communicate directly with steel structure experts.
(D) Increase teaching practice and improve teaching effect.
In order to improve the teaching effect of steel structure course design and increase students' perceptual knowledge of steel structure design, teachers should actively contact the steel structure site suitable for on-site teaching and take students to observe the spatial structure and some local connection structures of steel structure. Students, led by teachers or engineers, visit in order of structural arrangement, component practices and node connection methods. This kind of teaching practice is convenient for students to learn the steel structure construction drawing and gradually establish the overall space concept of the designed structure.
(V) Reform the assessment methods of curriculum design.
When reviewing the course design, the teacher mainly relies on the design instructions and drawings completed by the students, and then the tutor gives the assessment grade qualitatively. This assessment method is not objective, the assessment results can not effectively reflect the students' real learning level, and it does not give students a fairer, more just and more reasonable evaluation. Therefore, in order to truly and objectively reflect students' academic achievements, it is necessary to comprehensively consider all links that affect the effect of curriculum design, such as drawing lessons from graduation design assessment methods and increasing students' classroom defense. On the one hand, classroom defense can fully mobilize students' learning enthusiasm; On the other hand, through the defense link, teachers can fully understand the true level of students' design, thus objectively giving the assessment results. At the same time, the process of class defense is also an opportunity for students to exchange experiences and insights in the design process. Through this platform, students can further learn some advantages of other students' designs, find out the shortcomings of their own designs and improve them. Establishing a perfect curriculum design assessment system will refine every process that reflects the design results. For example, the assessment results are given by combining various factors: total assessment results = usual attendance × 0. 1+ design description results ×0.2+ design drawing results ×0.3+ defense results ×0. 1. In view of the lack of innovative consciousness of students in previous curriculum design, teachers should encourage and affirm innovative behavior in students' design. Curriculum design is not only a process of getting familiar with design methods, but also an opportunity to cultivate students' innovative ability. Therefore, students should be encouraged to innovate boldly, and it should also be reflected in the performance evaluation.
Third, the conclusion
The course design of steel structure is a practical professional course, which plays a very important role in cultivating students' ability to analyze and solve engineering design problems. It has become an urgent task for steel structure teaching reform to attach importance to the course design of steel structure, so that students can get exercise in steel structure design and lay the foundation for graduation to engage in steel structure work. In view of the problems existing in the teaching of steel structure course design, some measures that need to be improved are put forward in order to benefit the reform of steel structure course design.
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