What are the problems in the traditional teaching process of vehicle engineering? What are the solutions?

There are two main problems in the traditional teaching process of vehicle engineering:

1. The correlation between theoretical knowledge and major is not enough.

Because mechanics of materials is a professional basic course, most of which are theoretical knowledge and formula derivation, if we explain it according to the content of the textbook, it will not arouse students' interest in learning; In addition, the cases in the teaching materials are generally engineering building structures, which do not reflect the relevant contents of vehicle engineering. However, due to the content of the course and the tight class hours, according to the traditional teaching progress, teachers can only explain the theoretical knowledge required by the textbook within the prescribed class hours, and there is no extra time to help students connect the theoretical knowledge with the relevant professional background. The above may make the students majoring in vehicle engineering not realize the important basic role of this course in the professional knowledge system, reduce their interest in learning, and is not conducive to the cultivation of applied talents.

2. A single teaching method is not enough to support the cultivation of students' comprehensive ability.

The course of Material Mechanics contains many concepts, theories and formulas, and students' enthusiasm for active learning is poor, which makes self-study more difficult. Therefore, in the teaching process, teachers still focus on traditional teaching, with outdated teaching methods, backward teaching methods and single teaching mode, and can only describe knowledge abstractly and rigidly, which can't make students feel intuitively. Although an eight-hour experiment was set up, it was only an experimental verification of the theoretical content of the book.

The following are the measures I think will solve the teaching reform:

Teachers should add their own understanding and experience of the curriculum in teaching, and adapt to the development of social needs and students' needs in a targeted manner.

This requires teachers to construct the structure diagram of this professional knowledge system for students, so that students can clearly understand the role of this course in the professional knowledge system and the course objectives to be achieved. At the same time, on the basis of maintaining the original textbook knowledge system, teachers should make more rational use of limited class hours, adopt the phased teaching method of "basic knowledge-engineering examples-application of professional problems", and simplify and integrate the teaching content of textbooks from the practical point of view. Excavate key and useful knowledge and enrich it, such as explaining the tension, compression, shear, torsion, bending deformation and stability of compression bar in depth, and introducing a large number of related engineering examples to make students understand the key contents thoroughly and remember them deeply; The rest of the content, simple explanation, requires students to understand.