基于课程成绩的机械设计课程教学设计探索

Exploration of Teaching Design for Mechanical Design Course Based on Course Grades

摘要: 传统机械设计课程教学以教师教学为中心，导致学生能力结构失衡，表现出基础知识掌握不牢，定性分析与设计思维等高阶能力存在短板，并伴随成绩两极分化现象。为精准把握教学薄弱环节，本文以机械设计课程成绩为案例，量化分析了选择、填空、问答、计算等七类题型的成绩分布与得分率，学生在螺栓、轴承等标准件计算方面表现优异，但填空题、问答题的不及格比例较高，反映出传统教学强于定量计算，弱于定性分析。以机械设计课程成绩分析为基础，探索了以学生能力发展为中心的机械设计教学设计优化路径，提出基于分层教学与项目驱动的教学理念，融合虚拟仿真技术，优化过程性综合评价体系的教学设计新模式。研究成果可为机械设计课程教学设计提供基于客观数据支撑，对推动课程从教师讲授向学生能力转型以及提升学生的综合工程素养具有重要的参考价值。

Abstract: The traditional mechanical design course teaching is centered on the teacher’s instruction, which leads to an imbalance in students’ ability structure. This is manifested in not only a weak grasp of basic knowledge but also shortcomings in higher-order abilities such as qualitative analysis and design thinking, accompanied by a polarization in academic performance. To accurately identify the weak links in teaching, this paper takes the grades of the mechanical design course as a case study and quantitatively analyzes the score distribution and score rates of seven types of questions, including multiple-choice, fill-in-the-blank, short-answer, and calculation. Students perform well in the calculation of standard parts such as bolts and bearings, but the failure rates of fill-in-the-blank and short-answer questions are relatively high, reflecting that traditional teaching is stronger than quantitative calculation but weaker than qualitative analysis. Based on the analysis of the performance of the mechanical design course, this paper explores the optimization path of mechanical teaching design centered on the development of students’ abilities, and proposes a new teaching design model based on the teaching concept of stratified teaching and project-driven, integrating virtual simulation technology and optimizing the process of the comprehensive evaluation system. The research results can provide objective data-based support for the teaching design of mechanical design courses, and have significant reference value for promoting the transformation of courses from teachers’ lectures to students’ abilities and enhancing students’ comprehensive engineering literacy.