结构力学是土木工程、铁道工程等多个专业必修的重要专业基础课。然而，随着社会的发展和学情的不断变化，学生在专业兴趣、前期知识储备、思维方式、学习态度、内驱力、目标规划等多方面存在较大的差异，结构力学课程教学面临前所未有的挑战。针对结构力学教学中存在的“重一致轻差异”、“重独立轻协同”痛点问题，紧密结合结构力学课程“来源工程、反哺工程”的特点，提出了以工程案例为核心，以“感性入手-理性探究-应用拓展-科学探索”四步走为主线的“唤醒式”教学理念。基于该理念，通过课前充分调研以精准分析差异化学情、高质量建设多元化教学资源、有机融通线上+线下多维度课堂、深度拓展课内+课外多实践平台、以及精心设计的多方法多手段多层次教学，探索了多元素协同的差异化教学育人新模式。教学实践证明，该项改革不仅能够唤醒学生的学习兴趣、参与意识、内驱潜能和专业情感，而且能够将力学理论、工程实践、科学前沿、课程思政进行有机融合，实现结构力学课程从纯理论课堂到厚理论强应用课堂、输入课堂到探究课堂、一致课堂到差异化课堂、单元素课堂到多元素协同式课堂的四大转变；多元素协同的差异化教学能够明显提升底分学生的成绩和课程总体优良率，有效保障了土木工程人才的培养质量，为结构力学教学质量的提升和新形态课堂建设提供了一定的经验参考。

“Structural Mechanics” is one of the important and compulsory specialized core courses in civil engineering, railway engineering, and other related majors. However, with the development of society and the changing of students’ conditions, there exit great difference in specialty interest, previous knowledge reserve, mode of thinking, learning attitude, internal drive, and objective plan, so the teaching of “Structural Mechanics” is faced with unprecedented challenge. Aiming at to the teaching problem of “paying more attention to conformity than difference” and “paying more attention to independence than collaboration”, the “wake-up” teaching idea is proposed. Based on the course characteristics “origin from engineering, feeding back to engineering” of “Structural Mechanics”, the “wake-up” teaching idea takes engineering cases as the core, and takes four steps of “exciting-enlightening-extending-exploring” as the main principal line. Based on the proposed teaching idea, a new educational mode of multi-elements collaborative differentiated teaching is explored, in which the differentiation of students has been fully surveyed and precisely analyzed before starting the class, the diversifying teaching resources have been constructed with high quality, the online and offline multi-dimensional classrooms have been integrated in an organized way, a variety of in-class and out-class practice platforms have been deeply and widely expanded, and the multi-level teaching has been carefully designed by adopting various teaching methods , means and tools. The teaching practice shows that the proposed teaching reform can not only wake up the learning interests, participation consciousness, drive potence, and professional emotion, but also make mechanical theory, engineering practice, frontier of scientific research, ideology and politics contained in the course to merge effectively. Thus, four classroom transformations have been realized from previous pure theory to current deep theory and strong application, from previous inputting to current exploring, from previous conformity to current difference, from previous single element to current multi-elements collaboration. Moreover, by the application of multi-elements collaborative differentiated teaching mode, those students with poor grades are stimulated, the total excellent and good rate are improved, and so the cultivation quality of civil engineering talents can be effectively guaranteed. The teaching reform provides the experience and reference for the teaching quality improvement of “Structural Mechanics” and the construction of new forms of educational classroom.

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2021年北京交通大学教学改革研究与建设项目（134001027522）