思政为纲·课堂为本·竞赛为径：几何体交线教学改革研究

Ideological Guidance, Classroom-Centered Instruction, and Competition-Driven Approach: A Study on Teaching Reform of Geometric Solids Intersection Lines

摘要: “空间思维与工程实践能力欠缺”是几何体交线教学的难点，本次改革提出了“思政为纲、课堂为本、竞赛为径”的教学策略。首先，以“思政为纲”构建知识图谱，树立学生的技术自信与家国意识；其次，以学生为主体、“课堂为本”对教学内容重组，以“任务驱动–精讲互动–创新萌动”的三动策略，夯实原理和激发创新；最后，借成图创新大赛等学科“竞赛为径”，以赛促学、促新。改革取得了一些成绩：课程获校级思政示范课程，学生主动将思政理念融入专业学习，吸引了更多学生参与学科竞赛，在奖学金与科研创新能力、升学与就业方面取得瞩目的成绩。同时，通过对接地方产业，寻求产教融合契机。下一步将开展数字化辅助训练系统建设，把AI技术引入图学课程，着手“图学–设计–仿真”并行课程间的协同育人，推动创新型人才培养。

Abstract: “A lack of spatial thinking and engineering practical ability” is a difficulty in the teaching of intersection lines of geometric bodies. This reform puts forward a teaching strategy of “ideological and political education as the guideline, classroom as the foundation, and competitions as the approach”. Firstly, a knowledge graph is constructed with “ideological and political education as the guideline” to cultivate students’ technological confidence and national awareness. Secondly, with students as the main body and “classroom as the foundation”, the teaching content is reorganized, and a three-action strategy of “task-driven, intensive explanation and interaction, innovation initiation” is adopted to consolidate principles and stimulate innovation. Finally, through discipline competitions such as the National College Students’ Engineering Graphics Innovation Competition as the approach, learning and innovation are promoted by competitions. The reform has achieved certain results: the course has been awarded a university-level ideological and political demonstration course; students have actively integrated ideological and political concepts into professional learning; more students have been attracted to participate in discipline competitions; and remarkable achievements have been made in scholarships, scientific research and innovation ability, further education and employment. At the same time, opportunities for industry-education integration are sought by connecting with local industries. In the next step, a digital auxiliary training system will be built, AI technology will be introduced into graphics courses, and collaborative education among parallel courses of “graphics-design-simulation” will be carried out to promote the cultivation of innovative talents.