基于近机类专业机械设计基础课程教学质量欠佳的现状,本文进行深入剖析,发现在教学内容上存在课时少而内容多、应用少而理论多、新内容少而旧内容多;教学方法上存在讲述多而参与少、传统教具多而现代教育技术少;考核方式单一且实践活动...基于近机类专业机械设计基础课程教学质量欠佳的现状,本文进行深入剖析,发现在教学内容上存在课时少而内容多、应用少而理论多、新内容少而旧内容多;教学方法上存在讲述多而参与少、传统教具多而现代教育技术少;考核方式单一且实践活动缺乏等问题。针对这些问题提出改进建议,包括明确课程标准与教学目标,优化教学内容,优化教学方法,增加实践活动等。通过这些举措,期望提升近机类专业机械设计基础课程教学质量,推动近机类专业机械设计教育的发展与进步。Based on the current situation where the teaching quality of the Mechanical Design Foundation course for near-mechanical majors is not satisfactory, this paper conducts an in-depth analysis and finds that in terms of teaching content, there are problems such as too much content within limited class hours, more theories but fewer applications, and less new content while more outdated content. In terms of teaching methods, there are issues like too much lecturing but insufficient student participation, more traditional teaching aids but less application of modern educational technologies. Moreover, the assessment methods are monotonous and there is a lack of practical activities. In response to these problems, improvement suggestions are put forward, including clarifying the curriculum standards and teaching objectives, optimizing the teaching content, improving the teaching methods, and increasing practical activities. Through these measures, it is expected to enhance the teaching quality of the Mechanical Design Foundation course for near-mechanical majors and promote the development and progress of mechanical design education for such majors.展开更多
文摘基于近机类专业机械设计基础课程教学质量欠佳的现状,本文进行深入剖析,发现在教学内容上存在课时少而内容多、应用少而理论多、新内容少而旧内容多;教学方法上存在讲述多而参与少、传统教具多而现代教育技术少;考核方式单一且实践活动缺乏等问题。针对这些问题提出改进建议,包括明确课程标准与教学目标,优化教学内容,优化教学方法,增加实践活动等。通过这些举措,期望提升近机类专业机械设计基础课程教学质量,推动近机类专业机械设计教育的发展与进步。Based on the current situation where the teaching quality of the Mechanical Design Foundation course for near-mechanical majors is not satisfactory, this paper conducts an in-depth analysis and finds that in terms of teaching content, there are problems such as too much content within limited class hours, more theories but fewer applications, and less new content while more outdated content. In terms of teaching methods, there are issues like too much lecturing but insufficient student participation, more traditional teaching aids but less application of modern educational technologies. Moreover, the assessment methods are monotonous and there is a lack of practical activities. In response to these problems, improvement suggestions are put forward, including clarifying the curriculum standards and teaching objectives, optimizing the teaching content, improving the teaching methods, and increasing practical activities. Through these measures, it is expected to enhance the teaching quality of the Mechanical Design Foundation course for near-mechanical majors and promote the development and progress of mechanical design education for such majors.
