Mechanical Design Course Research Articles

Exploration of Implementation Pathways for Ideological and Political Education in Mechanical Design Courses within the Context of Vocational Education

With the continuous development of vocational education, mechanical design courses have increasingly integrated ideological and political education (IPE) to achieve the goal of comprehensive education. However, effectively incorporating IPE into mechanical design courses still faces numerous challenges. This paper aims to explore the implementation paths of IPE in mechanical design courses within the context of vocational education by analyzing existing teaching goals and the current application of IPE in vocational education, identifying both advantages and shortcomings in the implementation of IPE in courses. Furthermore, based on the theoretical framework of IPE, the paper discusses its application in vocational education and the specific value it brings to mechanical design courses. Finally, strategies for integrating IPE content, innovative teaching methods and approaches, as well as innovative pathways for teacher roles and team building are proposed, providing theoretical support and practical guidance for the effective implementation of IPE in mechanical design courses.

Research on Design Theory Teaching in Basic Mechanical Design Courses in Colleges and Universities

Research on Design Theory Teaching in Basic Mechanical Design Courses in Colleges and Universities

Teaching Research of Mechanical Design Course in Vocational Colleges

The Mechanical Design course plays an important role in the education system of mechanical majors. It provides students with the necessary theoretical knowledge and practical skills of mechanical majors, and has an important role in promoting students’ professionalism and employability. The purpose of this study is to explore and provide useful ideas and suggestions to improve teaching quality of Mechanical Design courses in vocational colleges and universities, with the goal of promoting the development of vocational education. The research team firstly elaborates the research results of the previous scholars, and then puts forward six targeted suggestions to improve the teaching quality of the Mechanical Design course in view of the existing problems in the teaching of the Mechanical Design course.

Research on Ideological and Political Teaching Reform of Basic Course of Mechanical Design in Higher Vocational Colleges

In the context of the new situation, the course of political thinking for higher vocational schools is a new teaching concept, which requires higher vocational schools in the teaching of basic mechanical design must be based on the characteristics of the course itself and the culture of the discipline, to take up the task of educating their own, and at the same time, the professional course teachers need to take up the responsibility of educating the people, and to maximize the potential political thinking in the basic mechanical design course to dig out the potential political thinking, and effectively implement the requirements of the moral and humane education. Effectively implement the requirements of moral education. In the process of the change of the basic mechanical design professional course civics teaching, it is necessary to build a "full staff education, all-round education and the whole process of education and teaching pattern, strengthen the course of civics education, and further improve the "island" like education predicament. In addition, senior teachers also need to sort out and integrate the cultural and educational factors related to civics and politics, combined with the professional content of the basic mechanical design, to strengthen the practice and exploration of the basic mechanical design profession, and to broaden the career prospects of higher vocational students.

Exploration on Teaching Reform of Mechanical Design Course under OBE Concept

Exploration on Teaching Reform of Mechanical Design Course under OBE Concept

Acquiring, Analyzing and Interpreting Knowledge Data for Sustainable Engineering Education: An Experimental Study Using YouTube

With the immersion of a plethora of technological tools in the early post-COVID-19 era in university education, instructors around the world have been at the forefront of implementing hybrid learning spaces for knowledge delivery. The purpose of this experimental study is not only to divert the primary use of a YouTube channel into a tool to support asynchronous teaching; it also aims to provide feedback to instructors and suggest steps and actions to implement in their teaching modules to ensure students’ access to new knowledge while promoting their engagement and satisfaction, regardless of the learning environment, i.e., face-to-face, distance and hybrid. Learners’ viewing habits were analyzed in depth from the channel’s 37 instructional videos, all of which were related to the completion of a computer-aided mechanical design course. By analyzing and interpreting data directly from YouTube channel reports, six variables were identified and tested to quantify the lack of statistically significant changes in learners’ viewing habits. Two time periods were specifically studied: 2020–2021, when instruction was delivered exclusively via distance education, and 2021–2022, in a hybrid learning mode. The results of both parametric and non-parametric statistical tests showed that “Number of views” and “Number of unique viewers” are the two variables that behave the same regardless of the two time periods studied, demonstrating the relevance of the proposed concept for asynchronous instructional support regardless of the learning environment. Finally, a forthcoming instructor’s manual for learning CAD has been developed, integrating the proposed methodology into a sustainable academic educational process.

Project Based Learning of Mechanical Design Utilizing CAE Structural Analyses

A course of mechanical design in a university utilizing CAE structural analyses is reported. To learn practical mechanical design, basic knowledge of structural analyses as well as technical skills to use CAE software were taught. In a textbook of this course, fundamental concept of the structural analysis and background theory of finite element analyses were described. Through workshop problems, learners conducted structural analyses in a CAE software and compared its results to the theory learned in the textbook. The learner was instructed to summarize values and images of the results from the CAE software and the theoretical calculation into the worksheets provided. As the final project of the course, the learners designed their original structure under restrictions based on functionality, strength and weight.

Course of Mechanical Innovation Design and Practice Based On the Cultivation of Innovation and Entrepreneurship Ability

Course of Mechanical Innovation Design and Practice Based On the Cultivation of Innovation and Entrepreneurship Ability

Integrating STEM into the Formal and Instructional Curriculum to Support Machine Construction Design

The design of machine construction is one of the subjects that often becomes a stumbling block for students of the Mechanical Engineering Education Study Program to graduate on time. Many factors cause it, including the weakness of students using STEM content in designing machine construction and the lack of contextual learning strategies for STEM-loaded courses with machine construction design tasks. This qualitative study aims to (1) identify the STEM content of the Scientific and Expertise Subject group, (2) describe the pattern of integrating STEM content in the formal and instructional curriculum, and (3) describe the learning pattern of the STEM content course. Research data were collected through document analysis, semi-open questionnaires, and FGD. The results showed (1) identified 15 scientific and skill courses containing STEM content that supported the work on machine construction design tasks, (2) integration of STEM-loaded courses in the formal curriculum was carried out by structuring their presentation before or at the same time as the presentation of the Mechanical Construction Design Course, being in the instructional curriculum is carried out by integrating learning experiences related to the design of machine construction in Lecture Event Unit, and (3) the learning pattern of courses containing STEM content should be carried out using a problem-based learning model where the problems are directly related to and or taken from machine construction design tasks.

Motorcycle Child Seat for Child with Special needs: Its Design Process and Problem-based Learning

Most of child safety seats for motorcycle available in Indonesian market do not provide enough safety for the children passenger, especially for special needs child. This makes a special needs child cannot ride a motorcycle and prefer to use an automobile for their transportation means. However, it becomes a problem for a low-income family that can only afford a motorcycle. To address this problem, the present work aims to i) design a portable child safety seat for those with special needs that can be placed at the back side of the motorcycle, ii) provide safety feeling to the child by making a capsule-like shape for overall protection, iii) demonstrate an education case-study for mechanical design course. Discussion on how to determine the specification based on problem definition as well as the explanation on the design process of seat’s frame and body are provided. This work can be also used a reference for problem-based learning in mechanical engineering design course.

The Teaching Reform and Practice of the Basic Course of Mechanical Design Based on the Concept of Engineering Education

工程教育理念；机械设计基础课程；教学方法；课程考核方式

Practical Exploration of Differentiated Teaching in the Process of Practical Teaching — A Case Study of Mechanical Design CourseDesign

Students’ individual differences, teaching resources and school hours are facing new challenges for practical teaching. In this case, how to ensure the teaching quality within the limited school hours has become a new difficult problem for colleges and universities to train talents, and the differentiated teaching with strong pertinence and in line with the development of students has brought a new way out for practical teaching. In this paper, the application of differentiated teaching in practice teaching process is explored based on the practice teaching of Mechanical Design Curriculum Design of Class 17 vehicle engineering students.

Teaching Reform of Mechanical Design Course under the Background of Innovation and Entrepreneurship Education

Teaching Reform of Mechanical Design Course under the Background of Innovation and Entrepreneurship Education

The Application of Scientific Research Cases in the Teaching Process of Mechanical Innovation Design

In view of the difficulty in combining theoretical teaching with practical teaching in the course of mechanical innovation design, the 1+1 teaching mode is adopted to analyze the thinking mode of scientific research and engineering cases in the implementation process, to explain the specific application cases of scientific research and engineering thinking in the process of mechanical innovation design, and to use engineering examples to penetrate the knowledge points to achieve harmony between theory and practice. On this basis, the case question bank and big project question bank of mechanical innovation design were constructed, and the evaluation methods and evaluation criteria of large operation were constructed. The teaching practice proved that this teaching mode conformed to the requirements of innovative talent training and achieved good teaching results.

Exploration and Practice of Innovation and Entrepreneurship Education in the Design of Mechanical Design Courses

Exploration and Practice of Innovation and Entrepreneurship Education in the Design of Mechanical Design Courses

Project-based learning in an engineering-design course – developing mechanical- engineering graduates for the world of work

This paper explores the use of project-based learning as an effective pedagogy to integrate institutional curriculum in a mechanical engineering design course and the skills demands for the world of work. Current engineering education institutions produce engineers who are great scientists – knowledgeable in engineering science, mathematics and analytical techniques, and research, but are nonetheless mediocre in the design of components, processes, or systems. In this paper we argue that the engineering education design curriculum, through project-based learning, offers students the opportunities to experience engineering design the way it is practiced and simulated in industry. Data for the study constitutes analyses, using three categories: knowledge, skills, and values, of the students’ performance in a mechanical engineering product design course. Students were required to: Design a 21/2 axis Basic SCARA ROBOT (Selective Compliance Assembly Robot Arm) for a given application. A survey from graduate students working in industry shows that that project-based learning, enabled them to effectively function in an industrial atmosphere where designing products were the mainstay. In addition, a one-way ANOVA test shows that there were strong associations observed in the development of skills between: knowledge and skills (p = 0.001); and skills and values (p = 0.0008).

项目教学法在机械创新设计课程中的应用——以硬币清分机系统的设计为例

项目教学法在机械创新设计课程中的应用——以硬币清分机系统的设计为例

MOOC与PBL联合在线教学模式研究——以《机械虚拟设计与仿真》为例

MOOC与PBL联合在线教学模式研究——以《机械虚拟设计与仿真》为例

加强机械创新设计课程教学中概念设计的浅析

加强机械创新设计课程教学中概念设计的浅析

A qualitative investigation of design knowledge reuse in project-based mechanical design courses

ABSTRACTThe interpretation and reuse of previous design solutions, or precedents, is central to design. This paper describes qualitative research conducted over three years at two institutions, aimed at investigating the role of design knowledge re-use in project-based mechanical design courses. Research data were collected through participant observation, student interviews, anonymous questionnaires, and website analytics. The paper identifies challenges that must be addressed in order to support novice engineers in rehearsing the types of knowledge required to successfully reason about and engage with design precedents. Two categories of design precedents are identified: concept precedents and detail precedents. Providing students with access to the latter is identified as a particular challenge, as is providing students with access to engineering communities of practice. Approaches to addressing these challenges are discussed.