项目式教学模式——以《机械设计基础》课程教学为例

Project-Based Teaching Model—A Case Study of the Course “Fundamentals of Mechanical Design”

摘要: 本文以《机械设计基础》课程为研究对象，探索产教融合背景下项目式教学模式的构建与实践效果。针对传统教学中理论与实践脱节、学生高阶能力培养薄弱等问题，该模式确立三大核心环节：一是重构教学内容，以护理床、经编机等真实工程项目为驱动，将理论知识融入子任务，实现理实深度融合；二是搭建“双师制”团队，企业工程师教学占比不低于1/3，与校内教师协同指导学生实践；三是建立多元智能评价体系，结合AI技术与企业反馈，覆盖知识、能力、素质三维目标。实践显示，学生学习积极性与知识运用能力显著提升，跨学科意识增强，近30人入职医疗器械领域；校企合作产出专利、样机等成果近10项，近20名学生成果转化为专利。该模式获企业认可，为新工科背景下机械类专业应用型人才培养提供了可推广的实践范式。

Abstract: Taking the course Fundamentals of Mechanical Design as the research carrier, this study explores the construction logic and practical effectiveness of a project-based teaching model under the background of industry-education integration, aiming to address the dilemmas in traditional teaching such as the disconnection between theory and practice, and the insufficient cultivation of students’ high-level competencies. The model is supported by three core modules: First, teaching content reconstruction—with real engineering projects (e.g., nursing bed, warp knitting machine) as the driver, theoretical knowledge is decomposed and integrated into project subtasks to realize the deep integration of theory and practice. Second, dual-teacher team building—a collaborative guidance team consisting of in-school teachers (responsible for theoretical teaching) and enterprise engineers (with teaching hours accounting for no less than 1/3, in charge of practical guidance) is established to connect academic resources with industrial needs. Third, multi-dimensional intelligent evaluation—an evaluation system covering knowledge, ability, and quality dimensions is built, integrating AI technology for learning data analysis and enterprise feedback on practical outcomes to achieve comprehensive assessment of teaching and learning. Practical verification shows that the model has significantly improved students’ learning initiative and knowledge application ability, strengthened their interdisciplinary awareness, and helped nearly 30 students secure employment in the medical device field. Meanwhile, industry-university cooperation has yielded nearly 10 achievements including patents and prototypes, with nearly 20 students’ project outcomes transformed into patents. Recognized by cooperative enterprises, this model provides a replicable and promotable practical paradigm for the cultivation of applied talents in mechanical majors under the context of emerging engineering education.