应用型高校非机类专业《机械设计》课程OBE改革与实践

OBE-Based Reform and Practice of the “Mechanical Design” Course for Non-Mechanical Majors in Application-Oriented Universities

摘要: 在工程认证与新工科背景下，传统非机类《机械设计》跨院系教学存在结构性断层、专业区分度低及认知阻抗等痛点。本文以OBE理念为核心，深度融合建构主义一致性与认知负荷理论，重构课程教学体系。通过跨院系反向设计重塑目标；遵循认知规律构建“基础–拓展–实践”三级模块；基于具身认知与自我决定理论，实施时空、具身与动机“三重协同”的创新教学法；建立定量追踪达成度的“三重结合”评价体系。实践表明，该方案化解了学时少、基础弱等矛盾，某专业课程达成度由0.624升至0.795，显著增强了学生解决跨学科复杂工程问题的能力，为同类课程建设提供了系统化路径。

Abstract: Under the background of engineering accreditation and Emerging Engineering Education, traditional “Mechanical Design” courses for non-mechanical majors face issues like structural disconnects and cognitive friction. Guided by the OBE framework and integrating constructive alignment and cognitive load theories, this paper reconstructs the teaching system. It reshapes objectives through cross-departmental reverse design; constructs a three-tiered module structure of “foundation-extension-practice” following cognitive laws; implements an innovative teaching method based on embodied cognition and self-determination theories, employing a “triple synergy” of time, space, embodiedness, and motivation; and establishes a “triple combination” evaluation system for quantitatively tracking achievement. Practice shows this resolves conflicts of limited hours and weak prerequisites, raising the achievement degree from 0.624 to 0.795, and significantly enhancing students’ cross-disciplinary problem-solving skills, and providing a systematic path for the construction of similar courses.