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Teaching Method Innovation in the Course of Metal Structure of Construction Machinery

机译：建筑机械金属结构课程教学方法创新

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摘要

With the continuous development of teaching methods in pedagogy, it is necessary to introduce some new ideas and tools of visual communication into the teaching of undergraduate mechanical courses, such as the metal structure of construction machinery, and improve students' enthusiasm for learning and personalization. The mind map is introduced into classroom teaching as a visual communication tool, which is convenient for students to master the curriculum’s focus and grasp the course’s threads. Especially at the beginning of the curriculum, the mind map introduces the course content, reviews the course system at the end stage, and guides as the roadmap for each classroom teaching lesson. There are different buckling concepts in the course, which are difficult to understand for the students, so the finite element method’s simulation videos and figures are applied to help students clarify the differences in buckling problems. Simulation of finite element method is adopted into classroom teaching, assignment and experiments. The use of finite element simulation can verify teaching content and critical knowledge points while avoiding the simple derivation of theories and formulas. Meanwhile, the finite element simulation in assignments and experiments can verify manual calculation results and experimental results. Through student feedback and academic performance analysis, the teaching method innovation can help improve student learning outcomes.
机译：随着教学法中的教学方法的不断发展，有必要引入一些新的思路和视觉沟通工具，进入本科机械课程的教学，如建筑机械的金属结构，提高学生对学习和个性化的热情。思想地图被引入课堂教学作为视觉通信工具，这方便学生掌握课程的焦点并掌握课程的线程。特别是在课程开始时，思维图介绍了课程内容，审查了终级的课程系统，并指导每个课堂教学课程的路线图。在课程中存在不同的屈曲概念，这很难理解学生，因此有限元方法的仿真视频和数字适用于帮助学生澄清屈曲问题的差异。采用有限元方法的仿真在课堂教学，转让和实验中。使用有限元模拟可以验证教学内容和关键知识点，同时避免了理论和公式的简单推导。同时，分配和实验中的有限元模拟可以验证手动计算结果和实验结果。通过学生反馈和学术绩效分析，教学方法创新可以帮助改善学生学习结果。

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