An exploration of the reform of the classroom teaching mode for the mechanical engineering major is conducted

Abstract

The two problems of cognitive overload and distortion in the transmission of knowledge are facing classroom teaching of mechanical engineering. The problems are that there is no spatial map consistency between engineering graphics and manufacturing, linear structures restrict the development of systematic thinking, and there is a lack of representation for understanding dynamic mechanisms. According to the theory of cognitive constructivism, the teaching logic of this paper is organised as follows: add modules of modular reverse reasoning to the mechanical principles course, apply spatial mapping and process visualization reconstruction to the manufacturing process course, and use constraint prioritization and decision node activation in the mechanical design course. Dynamically adjust the measurement and grading of cognitive load, and regulate the rhythm of attention according to the suggestions in this paper. Another way to construct the path generation method is to use the disciplinary knowledge graph to provide an executable cognitive path for revising the teaching model.