项目驱动模式下《机械设计基础》课程内容重构研究与探索

Research and Exploration on Curriculum Content Reconstruction of Fundamentals of Mechanical Design under Project‑Driven Mode

摘要: 针对《机械设计基础》传统教学存在的理论知识碎片化、理实教学脱节、工程应用导向薄弱、学生创新与实践能力培养不足等问题。立足新工科机械类专业人才培养目标，本文开展项目驱动模式下的课程内容重构研究与教学实践探索，构建“项目为主线、任务为载体、知识为支撑”的全新课程内容体系。以地震救援机器人和自动化料仓等典型工程项目为核心载体，将《机械设计基础》的知识点拆解融入各项目任务中，实现理论知识和工程应用的深度融合。同时，建立过程性与成果性相结合的多元评价体系，形成“项目导入–任务拆解–知识精讲–实操落地–考核提升”的闭环教学模式。实践表明，重构后的课程有效解决了理实脱节的教学痛点，显著提升了学生的机械设计思维、工程实操与问题解决能力，充分调动了学生自主学习与创新探索的积极性。本研究可为机械类基础课程的项目化教学改革提供实践参考，对培养适配行业需求的应用型、创新型机械专业人才具有重要现实意义。

Abstract: In response to the typical deficiencies in the traditional teaching of Fundamentals of Mechanical Design, including fragmented theoretical knowledge, separation between theory and practice, inadequate engineering-oriented instruction, and insufficient cultivation of students’ innovative and practical capabilities, this study explores curriculum reconstruction and teaching practice based on a project-driven approach in accordance with the talent training objectives for mechanical majors under the emerging engineering education framework. A novel curriculum system characterized by “projects as the main thread, tasks as the carrier, and knowledge as the support” is established. Taking typical engineering projects, such as earthquake rescue robots and automated material silos, as the core teaching carriers, this paper decomposes and embeds the knowledge points of Fundamentals of Mechanical Design into corresponding project tasks, thereby achieving in-depth integration of theoretical knowledge and engineering practice. Furthermore, a multi-dimensional evaluation system combining process-based and outcome-based assessment is constructed, forming a closed-loop teaching paradigm of “project introduction, task decomposition, knowledge explanation, practical implementation, and assessment and optimization”. Practical teaching results demonstrate that the reconstructed curriculum effectively addresses the long-standing disconnection between theory and practice. It substantially improves students’ systematic mechanical design thinking, engineering operation proficiency, and engineering problem-solving competence, and greatly enhances their initiative in independent learning and innovative exploration. This study provides a feasible reference for the project-based teaching reform of fundamental mechanical courses and possesses practical significance for cultivating application-oriented and innovative mechanical professionals who satisfy industrial development requirements.