Keywords: mechanical design course design teaching reform
The course design of mechanical design is an important teaching practice link for students majoring in mechanical engineering and near-mechanical engineering after learning mechanical design and similar courses, and it is also the first comprehensive and standardized practical training link for students in engineering colleges. Through the teaching link of curriculum design, we strive to cultivate students' engineering design ability from the aspects of curriculum content, methods of analyzing and solving problems, and design ideas. Its main purpose is to cultivate students' ability to analyze and solve practical engineering problems by comprehensively applying the theoretical knowledge and practical production knowledge of the basic course of mechanical design and other prerequisite courses, and to consolidate, deepen and synthesize the learned knowledge and coordinate the application; Make students learn and master the basic design methods and steps of general mechanical design, cultivate independent design ability, and lay the foundation for future professional curriculum design and graduation design; Enable students to get basic skills training in design, such as calculation, drawing and using related materials (manuals, picture books, standards and specifications, etc.). ), and the correct use of empirical data and formulas.
In order to effectively use curriculum design to improve students' various abilities, we have carried out some teaching reforms in view of the traditional curriculum design, and the specific measures are as follows.
First, the design task reform
1. Design topic reform. Students are divided into groups. In traditional curriculum design, each group generally has one design data. Individual students have dependent ideas and do not imitate or even copy other people's designs. After the reform, the design tasks of each group are different (for example, some groups require the design of spur gear transmission and some require the design of helical gear transmission), and the design data of each student in the group is slightly different, basically one person has one design topic, but the design topics of the members in the group are similar, which not only prevents students from trying to copy other people's ideas, but also facilitates the discussion and study in the group. Through design, everyone's level will be by going up one flight of stairs.
2. Design content reform. Some restrictions have been added to the design topic, such as the requirement that the center distance between two gears of the first-stage cylindrical gear reducer is between 90- 130. In the design process, it is difficult to meet this requirement if the students' transmission ratio is not good. It is necessary to go back to redesign calculation and emphasize the "trilateral" design concept in the design process (that is, while calculating, drawing and modifying), which also enables students to form the concept of optimizing design scheme.
Second, the design progress reform
Traditional course design is usually carried out two weeks after the end of mechanical design course. After the reform, the course design is interspersed in the teaching of mechanical design course, and the course teaching content is divided into two items, one is the analysis of mechanical transmission system of shaper, and the other is the design of belt conveyor transmission device. The content of the course design is interspersed in the teaching of Project 2, and some parts such as motor selection, transmission scheme selection, motion and power parameter calculation are added. These are not available in the original course teaching, so that students can design belt drive, gear drive and shafting structure according to the calculation results of motion and dynamic parameters. In this way, students can connect what they have learned by designing this main line and feel the organic connection of all parts of this course, thus improving their interest in learning and consciously investing in learning, avoiding the situation that they often understand what mechanical design is after the course design is completed, and the course learning is more purposeful.
Third, the change of design content.
The traditional course design focuses on the design of some formulas, such as the design of reducer in the transmission device of belt conveyor. After the reform, the analysis and application of mechanical transmission system, as an auxiliary design of an innovative project, plays a great role in cultivating students' innovative consciousness, mobilizing learning enthusiasm and cultivating creativity. In the course design, we can choose the motion scheme and design content of mechanical system independently, and give full play to students' subjective initiative. For example, the multifunctional lampshade, multifunctional kitchen stove, vacuum blackboard brush and toy panda spitting bubbles designed by students are all very creative works. This design mode which conforms to social work can greatly cultivate students' ability to analyze and solve problems, and students can adapt to society quickly after graduation.
Fourth, the reform of painting methods.
Traditional course design generally adopts manual drawing, and part drawing generally adopts shaft or gear parts. After the reform, assembly sketches are drawn by hand, formal assembly drawings and parts drawings are drawn by CAD software, and each group of parts drawings requires a complete set of non-standard parts drawings. Individual students who have difficulty in applying CAD software are also allowed to draw by hand.
The reform of the defense method of verb (verb abbreviation)
The traditional way is to reply after the design is completed. Its disadvantage is that more time should be reserved for reply. In addition, students are not allowed to explore the questions in the reply after the reply. In the reform, teachers ask questions in the process of counseling and ask students to answer them. As a process assessment, teachers can use their leisure time to understand students' mastery of knowledge in the design process, and students can also find out some details that should be paid attention to and knowledge that must be mastered in the design process through questions, so as to achieve the purpose of curriculum design.
The course design of mechanical design is complicated. By adopting the above reform measures, students' enthusiasm can be mobilized to a certain extent, and plagiarism can be effectively curbed. At the same time, we are also encouraged to compete and strengthen cooperation. The most important thing is to improve students' ability to solve problems by applying what they have learned. Wu Dechun, a student of Mould 08 1 1 class, wrote in the design summary: "The two-week course design has benefited me a lot. In the process of course design, we need to seriously link the knowledge points that the teacher talked about in class, and then we can design our own reducer completely and correctly, which is far more beneficial than taking more classes. I hope there will be more of this type in the future. Let us have a great synthesis of what we have learned, which can not only consolidate knowledge and increase our knowledge, but also be practical training for future work. At the same time, let us pick up the knowledge that will be forgotten in freshman year, and let us really realize the importance of reviewing and consolidating. Far more true than the teacher told us several times. " Die 08 1 1 Ben Feng Ling said, "Ah! So tired! How annoying! So nervous! This is what I feel in my heart. Race against time and your patience every day. I find that people's potential is endless. As long as you work hard, those unimaginable things are not that difficult. One point pays, one point gains. I have had a complete curriculum design in these two weeks and learned a lot. "
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