Reform and practice of “wake-up” differentiated teaching of Structural Mechanics
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Abstract:
“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.
