新工科背景下《材料力学性能》课程教学改革探究

Exploration of Teaching Reform in the Course of Mechanical Properties of Materials under the Background of New Engineering

摘要: 本文围绕“新工科”建设对工程教育提出的新要求，以佳木斯大学《材料力学性能》课程的教学改革为例，分析了该课程在教学内容、教学方法和考核方式等方面存在的问题，并总结了相应的改革举措。首先，在教学内容上，课程团队以“聚焦核心、精简结构”为导向，删减非重点内容，整合知识逻辑，并适度引入学科前沿与科研文献，拓展专业深度；在教学模式上，构建推行“混合式、项目式、探究式”三位一体多元教学模式，通过线上前置基础学习、线下聚焦高阶训练，项目驱动知识应用，案例/问题链深挖知识点，扭转传统课堂弊端，提升学生工程实践与深度学习能力。在教学方法上，改变传统单向讲授模式，采用多媒体演示、生活案例启发、视频辅助、实验操作及动画解析等多样化手段，增强学生参与感与主动性；在考核评价方面，构建过程性评价与期末考核相结合的多元体系，过程评价涵盖课堂互动、分层作业等环节，期末考试则减少记忆型题目，增加工程应用类试题，来综合评价学生的知识掌握和运用能力。最后，文章通过对该课程近三年的及格率和平均分进行统计分析，印证了在课程内容、教学模式、教学方法以及考核体系等改革措施成效显著，并指出教学改革对专业建设与人才培养意义重大，需持续深化以适配新工科建设需求。

Abstract: This article focuses on the new requirements for engineering education put forward by the construction of “new engineering disciplines”. Taking the teaching reform of the course Mechanical Properties of Materials at Jiamusi University as an example, it analyzes the problems existing in the teaching content, teaching methods, and assessment methods of the course, and summarizes the corresponding reform measures. Firstly, in terms of teaching content, the course team is guided by the principle of “focusing on the core and streamlining the structure”, deleting non key content, integrating knowledge logic, and moderately introducing cutting-edge disciplines and scientific research literature to expand professional depth; in terms of teaching mode, we will construct and implement a three in one diversified teaching mode of “blended learning, project-based learning, and inquiry based learning”. Through online pre basic learning, offline focus on advanced training, project driven knowledge application, case/problem chain to deeply explore knowledge points, reverse the drawbacks of traditional classrooms, and enhance students’ engineering practice and deep learning abilities. In terms of teaching methods, we will change the traditional one-way teaching mode and adopt diversified means such as multimedia demonstrations, life case inspirations, video assistance, experimental operations, and animation analysis to enhance students’ sense of participation and initiative; In terms of assessment and evaluation, a diversified system combining process evaluation and final assessment is constructed. Process evaluation covers classroom interaction, layered assignments, and other aspects, while final exams reduce memory based questions and increase engineering application questions to comprehensively evaluate students’ knowledge mastery and application abilities. Finally, through statistical analysis of the passing rate and average score of the course in the past three years, the article confirms the significant effectiveness of reform measures in course content, teaching mode, teaching methods, and assessment system. It also points out that teaching reform is of great significance to professional construction and talent cultivation, and needs to be continuously deepened to meet the needs of new engineering construction.