Open AccessProject-oriented Development and Practice of the Machinery Manufacturing Technology Course
Author(s) -
Li Xaomian,
Tiejun Wu
Publication year - 2018
Publication title -
international journal of emerging technologies in learning/international journal: emerging technologies in learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.454
H-Index - 24
eISSN - 1868-8799
pISSN - 1863-0383
DOI - 10.3991/ijet.v13i05.8354
Subject(s) - process (computing) , computer science , product (mathematics) , manufacturing engineering , course (navigation) , work (physics) , production (economics) , engineering management , teaching method , new product development , knowledge management , engineering , mathematics education , mechanical engineering , business , psychology , geometry , mathematics , economics , macroeconomics , aerospace engineering , operating system , marketing
The traditional teaching of machinery manufacturing technology considers typical parts, such as the axial and box – the teaching carriers and focuses on explaining theoretical knowledge and cultivating the determining process capabilities but does not integrate the processability of the product structure, processing, measurement, or assembly of mechanical parts. This type of teaching is dissociated with the actual production process of mechanical products and does not meet the requirement for students to solve actual problems by using mechanical manufacturing technology. The course development concept of working process systematization was investigated, and the main work positions, typical work tasks, corresponding professional ability requirements of mechanical and equipment enterprises, and course objectives were analyzed. Three learning projects with progressive difficulty and six interrelated tasks were designed on the basis of creating typical mechanical products. Teaching was conducted according to an action-oriented, six-step method to realize the teaching mode of “doing in learning, learning in doing.” The results indicate that students and enterprises recognize the teaching design proposed in this study. The interest of students in learning was evidently increased, and their ability to solve practical production problems through a comprehensive application of professional knowledge was enhanced.