Reconstruction and Practice of the Teaching Mode of Higher Vocational "Mechanical Design" Course
Abstract of the Paper: In view of the characteristics of the higher vocational "Mechanical Design" course, combining with the objectives of vocational training, the current status and problems of the current course teaching were analyzed and teaching reforms and practices were carried out in terms of the teaching concept, teaching content, course design, teaching methods and means, and new teaching modes were reconstructed. Teaching reform and practice, reconstructed a new teaching mode, put forward the integration of mechanical structure and disassembly training links, change the "model practice teaching" status quo unique point of view, for higher vocational colleges and universities to provide reference for curriculum reform. Existing higher vocational colleges and universities "model practice teaching" circle, focusing on the integration of mechanical structure and disassembly of the internship links, enhance the students' understanding of the structure of the components, manufacturing and assembly process, deepen the students' understanding of the machine and equipment, machining methods, machining accuracy, assembly accuracy and technical conditions and other engineering knowledge of a comprehensive, to achieve a Theoretical and practical combination of the teaching effect.
Second, higher vocational "mechanical design" course teaching status analysis
"Mechanical design" is a higher vocational college of mechanical professional basic course system in a carry-over of the technical foundation courses, the current status is: teachers emphasize the subject matter of the course teaching, systematic and complete, the use of the first lecture, the theoretical course, the practical course, and then the practical course. Theoretical classes, and then practical classes, so that the theory and practice are completely disconnected from the traditional teaching methods. Now we analyze the problems and reasons in traditional teaching.
(1) Teachers' weak concept of vocational education and weak engineering practice skills
On the one hand, teachers have undergone undergraduate or postgraduate education, and their concepts follow the general higher education teaching model, which focuses on the teaching of the subject system and the theoretical system, and emphasizes the mastery and acceptance of the knowledge by the students. On the other hand, most of the teachers go directly to the teaching position after graduating from the university, lack of enterprise work experience, lack of practical engineering exercise, unable to adapt to the needs of vocational education.
(ii) the choice of course content is not conducive to the cultivation of students' abilities
Currently, the content of some of the courses in the higher vocational "Mechanical Design" has not been fundamentally detached from the characteristics of the knowledge-based, the pursuit of knowledge of the disciplinary nature and systematic, deviating from the requirements of the course knowledge to serve the goals of vocational education. The author through the national quality courses network access to twenty different areas of higher vocational colleges and universities, "mechanical design" course syllabus, found that the content of its lectures are basically the same, and a wide range of knowledge, some of which are used in engineering practice rarely or not at all, and some of the knowledge is too deep, the acceptance of higher vocational students is more difficult, such as gear transmission in the calculation of fatigue strength, bending strength, the calculation of the strength of the shaft and the calibration of the etc.
(C) the traditional mode of curriculum design, raised students rigid, rigid way of thinking
1, most of the teachers of higher vocational colleges and universities have gone through the formal undergraduate education, in the treatment of teaching methods and means, without fail, they are in the university to learn the course of the imprint of the course, which led to the formation of the traditional mode of teaching of the general undergraduate program, i.e., the teacher according to the course plan arrangement, the use of wall charts, Model and chalk board, in the classroom step-by-step lecture, introduction, including introduction, plane linkage mechanism, cam mechanism, belt drive, gear mechanism, etc., from the composition, structure, principle of operation and other aspects of the theoretical explanations, show the model, homework, and finally a model reducer (or other teaching model) as a blueprint for the design of the course, the entire course teaching even if completed.
2, higher vocational "mechanical design" course integrates mechanical principles, mechanical parts, etc., the course content is abstract, theoretical, and the quality of higher vocational colleges and universities is different from the quality of ordinary colleges and universities, many of the students' ability to think logically, the use of formulas and theorems for the calculation of the ability to reasoning ability and so on is poor. [2] In this way, there is a teaching pattern in which the teacher's teaching program is fixed, the method is rigid, and the students revolve around the teacher's baton. The result is that teachers speak very hard, students learn very tired, teachers blame the students are not serious, students blame the teacher to instill boring and useless things, the formation of a vicious circle between teachers and students.
(D) teaching methods and teaching tools can not adapt to the needs of modern vocational and technical education
The general vocational schools are still using chalk boards, teachers lecturing, students work on the traditional teaching methods and teaching tools, the author's school hardware is not bad, but also only increased multimedia classroom materials and modeling teaching. This plays a great role in hindering the development of students' interest in learning and the guidance of thinking.
(E) the course system knowledge disconnect, resulting in poor student learning
"Mechanical design" course is a mechanical professional technical foundation course system of a course, students to learn this course, must have the relevant knowledge of the course system, including mechanical drawing, tolerance and coordination, metal materials, mechanical engineering, etc.. However, the current status quo is that students do not have solid prior knowledge, cross knowledge can not be flexibly applied, the teacher involves cross knowledge part of the processing, most of them take a slapdash introduction, resulting in the students feel disconnected from the knowledge, the idea is not coherent, not a thorough understanding of the learning effect is poor. The author of this specifically for the end of the course after the learning effect of a questionnaire survey, a total of ***84 questionnaires, 68 people think that the course did not have much to gain, and some people even use the pain of listening to lectures and difficult to describe the experience of learning.
(F) the traditional "model practice teaching", can not really cultivate students' perceptual awareness
Currently, the practical aspects of the "Mechanical Design" course in higher vocational colleges and universities is mainly based on the "model practice teaching", that is, students observe the model, disassemble the mechanism. Parts are models, disassembly mechanism is a model, mapping reducer is also a model. The form of practical teaching mainly follows the centralized course design of the undergraduate program, and the content of the course design in many schools invariably adopts the model speed reducer. Due to the lack of practical knowledge of engineering, the function, structure, manufacturing, assembly and use of components of the speed reducer understanding is only established on the basis of the model, only according to the model, compared with books and design manuals for imitation, resulting in a group or a class of students 'course design is the same, no novelty. And because of the cartography, tolerance, materials, technology and other knowledge is too poor, reflected in the drawings are even the basic projection, with the nature of the error, and so on, can not achieve the effect of practical teaching.
Three, "Mechanical Design" course teaching mode reconstruction and practice
Aiming at the above problems in the teaching process, we re-conceptualize the teaching reform in the following aspects, constructed a new teaching mode and practice.
(I) change the concept of vocational teaching, strengthen teachers' engineering skills training
The change of concept of vocational education is mainly the change of concept of the teaching team with teachers as the main body, and for this reason, we specially invite domestic famous vocational education experts and experts from the enterprises to the school to give lectures on the topic. At the same time actively strengthen the teachers' engineering skills training, requiring teachers without enterprise experience must go to the enterprise and participate in the enterprise's engineering practice, in order to improve the teachers' adaptability to vocational education.
(II) Selected teaching content based on the main line of ability construction
The selection of teaching content should be based on the main line of ability construction, which requires the transition from focusing on the professional discipline system to focusing on the practice of teaching links, and the teaching content should be adjusted and updated in time according to the development of the industry and the changes in the demand for talents in the enterprises. To this end, we specifically organize teachers to discuss the course content, combined with the actual situation of the local community, involving the principle of the course content, too deep theoretical derivation, formulae to prove the content of the deletion of a little more practical practical teaching content, such as equipment observation, structural disassembly and so on.
(C) Project-based teaching to lead the development of the curriculum, the formation of a student-led, teacher-led teaching pattern
Project-based teaching to lead the development of the curriculum, the curriculum reform in some schools has been the application and practice of the project as a carrier, the implementation of specific tasks to complete the implementation of vocational post competency training, a complete change of the traditional mode of knowledge transfer, student acceptance The traditional mode of knowledge transfer and students' acceptance has been completely changed. The previous teaching method of "Mechanical Design" course was classroom lectures, mechanism and parts model display and observation, student homework, and finally centralized course design. Now, we divide the whole course into four modules: "Common Mechanisms", "Common Mechanical Transmission", "Common Mechanical Parts" and "Course Design". "Four modules, each module according to the program hours selected different projects, such as "common mechanism" module, by the "press movement mechanism", "sewing machine drive mechanism For example, the module "Common Mechanisms" consists of "Press Movement Mechanism", "Sewing Machine Drive Mechanism", "Engine Crank Linkage Mechanism", "Engine Gas Distribution Mechanism" and other items. In the teaching process, follow the vocational activity-oriented, highlighting the principle of ability goals, the whole course link to the task as the main line, students as the main body, the teacher as the leading role, to create a strong practical engineering atmosphere, according to the task layout - on-site observation - students Discussion - Program development - Teacher-student interaction - Teacher teaching - Student practical operation -Completion of the task of the teaching process, the real formation of the students as the main body, the teacher as the leading teaching pattern.