Abstract
Along with the wide spread and deep penetration of STEM theory in China, the imperative task is to develop compatible courses with thorough interdisciplinary integration. The aim of this paper is to present a project-based learning (i.e., PBL) case study for college mechanics courses, in terms of the global structure, target analysis, activity design, comprehensive evaluation and implementation process. The features of this study can be summarized as follows. Firstly, in combination of students’ activity experience, the content of this study derived from a real-life problem truly realizes the interdisciplinary integration. Secondly, other than simply mixing the subject knowledge with hands-on skills, the objective of this study attaches specific importance to the stimulation of students’ interests and potentials in learning science and technology. Thirdly, the genuine research resources are adopted for implementing the project during the whole course. Fourthly, in order to urge students to form deep self-analysis, the course evaluation is composed of process and result assessments. In all, this study provides a reference for the development of an integrated STEM course. It may contribute to the acceleration of training professionals and construction of building innovation-oriented country.
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