Exploration of Mixed Teaching Pattern of Engineering Mechanics Course under the Background of Inform

Education Research Frontier December 2015, Volume 5, Issue 4, PP.95-98

Exploration of Mixed Teaching Pattern of Engineering Mechanics Course under the Background of Information Technology Yanxia Wang School of Traffic and Vehicle Engineering, Shandong University of Technology, Zibo 255049, China Email: wangyx200@163.com

Abstract The reform and innovation of information technology has brought great impact and challenge to modern college teaching. The mixed teaching pattern of engineering mechanics is explored in this paper, combined with the present situation of engineering mechanics teaching, from the mixed teaching mode of content construction, implementation plan, the expected effect and so on.

Keywords: Information Technology; Engineering Mechanics; Mixed Teaching Pattern; Classroom Teaching; Network Teaching

1 INTRODUCTION The classroom teaching mode is based on the teacher's knowledge; students are in a relatively passive acceptance of the status in most of the time, so there are some problems, such as dogma, model, simplification, and static. In such a teaching pattern, it is difficult to mobilize the enthusiasm of students learning and there is nearly no communication between teachers and students, which has killed the personality development of students and students' creativity.

Network teaching does not well reflect the teachers' teaching rhythm of supervision and control and over emphasis on the students' Autonomous learning", although it has many advantages such as plenty of teaching resources, teaching methods, teaching methods and teaching scope. This pattern lacks of emotional communication between teachers and students in the traditional classroom [1-3].

There is such a phenomenon in colleges and universities at present: Students often don't listen carefully in class, after class do not careful review; even some students simply don't come to class, and truancy phenomenon is serious.

They study only in order to pass the exam. They have a temporary review, learn by rote before the exam and spend too much time on guessing the topic just for getting high scores. They do not quite understand the basic concepts and basic theory and have not really learned the knowledge, but also formed a very bad habit.

Based on the above situation, teaching method of engineering mechanics should be reformed and deeply integrated traditional classroom teaching mode and network teaching mode. So that two ways can make up for each other, complement each other and finally achieve the teaching effect optimization. The evaluation method based on the combination of the process of learning evaluation and the evaluation of the end of the study is to improve students' learning enthusiasm at the same time.

2 CONTENT CONSTRUCTION OF MIXED TEACHING PATTERN The model of mixed teaching is combining "teaching in classroom" and "teaching on internet". Classifying the teaching knowledge points according to the theory, practice, or teaching and self-learning, based on the nature of the engineering mechanics course and the important degree in the cultivation of professional ability, so that to make the teaching content level. Adopting "classroom teaching" method for the theory and teaching knowledge, the emphasis and "teaching on internet" for knowledge points for practice and self-learning, focused on cultivating students' ability to acquire knowledge. Construction contents mainly include: - 95 www.erfrontier.org

2.1 Dividing Teaching Knowledge Scientifically Teachers divide the teaching knowledge points by the level based on teaching content, objective requirements and key points. The teaching knowledge should be completed in classroom and the self-study knowledge should be completed by "network teaching". And the practical knowledge points should be completed by classroom experimental teaching and extracurricular network based science and technology innovation activities.

For example: We should divide the knowledge points into the intensity and rigidity in the course of the part of the "strength and rigidity of the member under the basic deformation". The concrete teaching contents include: the internal force and the internal force diagram of the basic deformation, the stress distribution law and the calculation formula of the basic deformation, Hooke's law and the calculation of deformation, the strength and rigidity of the component should be completed by Classroom theory teaching; and Mechanical properties of materials in tension and torsion, and bending normal stress test should be finished Classroom experiment teaching; and Improve the strength and rigidity of the component, and the stress concentration phenomenon should be finished by "network teaching".

2.2 Organic Combination of Classroom Theory Teaching, Classroom Experiment Teaching and Extracurricular Network Teaching In the course of teaching, we should highlight the main role of students in the teaching process, promote the use of classroom theory teaching, classroom experimental teaching and extracurricular teaching of the organic combination of various open teaching method. We should start from the students' cognitive ability and the characteristics of the curriculum to guide students to actively thinking, explore, participate in, exchange, stimulate students' enthusiasm in learning, encourage students to be bold and innovative, the courage to raise questions and challenges, and promote students to actively take the initiative to learn.

Combining theory teaching in classroom with the experimental teaching class and through the theoretical guidance of the experiment, we should strengthen the understanding of the theory through the experimental results. For example: the teaching of the theory of the classroom teaching of bending stress calculation formula, through the bending test experiment, verify the simple beam bending stress distribution characteristics, deepen the bending stress calculation formula of understanding and memory.

To combine the classroom teaching and extracurricular resources teaching, through the flip classroom, college students innovative activities, so that the theory, experiment and practice can be combined closely. So that students in mastering the theory of knowledge can improve the target of the experiment, the purpose of practice, in the effective make up for the lack of time, can mobilize the enthusiasm of students learning; improve students' learning and innovation ability. For example, students are divided into 6-8 groups, combined with classroom teaching knowledge, access to the network information, made PPT, to the group to explain in the classroom in the course of strength theory, well explained the mechanical cause of the wreck of the Titanic, automobile tanks in cold winter dongle mechanical reasons and with boiling water to remove mechanical reasons of fruit rinds life tips.

2.3 Pay Attention to the Process of Assessment, Comprehensive Evaluation of Students' Mastery of the Knowledge of Engineering Mechanics and its Application Students' Graduation assessment results from the usual results (including attendance, homework, classroom discussion), the period of performance (including the period of time in the test results, research papers and summary, innovative research results, etc.), flip the classroom results (arranged two flip classroom, the district average), the experimental results and the final exam results and other components.

3 MIXED TEACHING PATTERN IMPLEMENTATION PLAN The mixed mode education mode of Engineering Mechanics mainly consists of three stages: basic knowledge stage, knowledge expanding stage and practical application stage. In different stages, teaching methods are not the same.

Specific implementation is as follows: - 96 www.erfrontier.org

3.1 Basic Knowledge Stage: the Key and Difficult Point of Breaking through Knowledge Teaching in "Essence" Using mixed teaching mode can give full play to the advantages of classroom collective learning, which is conducive to the reasonable arrangement of teaching content and the key points and difficult points of each lesson". For example: when the teacher is teaching "bending stress", the emphasis is on the distribution of the bending normal stress, the calculation formula and the strength conditions". And using Multi-Media shows the distribution law of bending normal stress, then some questions can be exported: 1)Are the strength calculation method of low carbon steel and cast iron the same? 2)How to calculate asymmetric cross section when the cast iron materials have positive moment extremum and negative bending moment extremum? To guide and inspire students to analyze and discuss the above questions will help to deepen the students' understanding of the key and difficult knowledge and strengthen their thinking ability.

3.2 Knowledge Expansion Stage: To Carry out Autonomous Learning Based on Problem Oriented According to the design of the mixed teaching mode, teachers need to teach the contents of the chapters to be sorted out, release the knowledge points in the form of problems in the school network teaching platform, and inspire students to think and learn according to the problem, in order to guide students to carry out autonomous learning.

And then teachers redesign content of classroom teaching according to student learning tasks completed online case.

For example: In the classroom, teachers and students together briefly review the online platform of learning tasks, through the online "teaching problem" of autonomous learning and discussion by students, to understand and evaluate the students to learn the content of the master when the teacher is teaching "the strength and rigidity of combined deformation". Using the teaching animation to strengthen students' understanding and mastery of knowledge for the difficulties in learning, such as the superposition of internal force in combined deformation, and the extraction of the unit body of the dangerous point. Using the hybrid teaching mode of "network + classroom", it is beneficial to the students' ability to analyze and solve problems, and to cultivate students' ability to analyze and solve problems.

3.3 Practical Application Stage: Task Driven Group to Assist Students to Carry out Autonomous Learning Teachers in the classroom layout and curriculum content related research topics, students are required to set up a learning group, and taking full advantage of the engineering mechanics quality course network, School Engineering Mechanics network teaching platform, the library's electronic resources and library data and other resources to complete the project research. For example: According to the four kinds of basic deformation, the teacher asks the students to consult the relevant literature resources, to find out the basic deformation of the case from the real life, and to simplify the mechanical model, analysis of its internal force, stress and deformation after the completion of the study of the strength and rigidity of the pole pieces in the basic deformation. At the same time, the teacher asks the students to submit the survey report of "rod in the basic deformation strength, stiffness of progress", and make the appropriate PPT summary. This method provides a platform for students to display their learning achievements, and it also reflects the value of group cooperative learning in a certain sense. In the specific task of the driving, students through cooperation and competition, and stimulate their learning potential constantly, in practice to improve the interest and enthusiasm of active learning, effectively develop the habit of autonomous learning.

4 THE EFFECTION OF MIXED TEACHING PATTERN 4.1 Improve Teaching Quality and Teaching Level Mixed teaching pattern is the interactive activity between students and teachers and requires teachers to have a higher quality: Teachers must master the theoretical knowledge, but also to understand the various experimental principle and operation related to the relevant theory, with ability of a certain design and guide students to make scientific and technological innovation. Therefore, the mixed teaching pattern can make the teacher to accumulate richer, more comprehensive teaching experience, and strengthen the teacher's professional quality.

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4.2 Fully Mobilize Students' Learning Initiative and Enthusiasm Engineering mechanics is a course for students of science and engineering majors. But many students are confused about the course of study; the majority of students hold the attitude of the students in order to cope with the trouble.

Through the mixed teaching mode, the traditional theory teaching is changed to the dull and monotonous, and to create a platform for students to learn the knowledge. Let students learn how to find Chinese and English literature, the integration of information, experimental inquiry, the creation of innovative works, the production of exquisite PPT, came to power, the full display of their talents through extracurricular resource based teaching. So that students take the initiative to participate in the teaching activities, which greatly mobilize the enthusiasm of the students to learn engineering mechanics, initiative.

4.3 Training Students' Communication and Teamwork Skills Cooperative learning is the developing trend of modern education. It needs cooperation between teachers and students, more students need to ask the cooperation and the students in cooperation with each other, to enhance cooperation in communication in mixed teaching pattern. For example: A team in the preparation of the subject, they must first conduct a panel discussion to determine the division of tasks, each student is responsible for a part of the content of the information query and research work, then each person will be collected information, classified in the flipped classroom teaching. The panel discusses the core issues and conclusions of the panel discussion again, individual conclusions are verified by experiments, and then complete the task of the PPT, a speech exercise. The whole process team which has good teamwork tends to get good grades.

5 CONCLUSIONS In the course of Engineering Mechanics mixed type teaching, the teachers should change the teaching idea. The ability to develop the students' knowledge is the key point and from the traditional learning knowledge to the use of knowledge to solve the problem as the focus. Therefore, it can stand out students’ ability to achieve the goal, and continue to accumulate teaching experience, improve the teaching organization of the course. It should stand out students' subject status and teachers' guiding role in this method. We advocate the use of multimedia teaching, problem teaching, discussion teaching, case teaching, network teaching, and flip the classroom and other open teaching methods. We start from the students' cognitive ability and the characteristics of the course, to guide students to actively think, explore, participate in, exchange, to stimulate students' enthusiasm in learning and encourage students to be bold and innovative, and to raise questions and challenges. It can promote students to actively learn to be creative. In the assessment method, using the model of the combination of process assessment and final assessment, in order to comprehensively evaluate students' mastery of the knowledge of Engineering Mechanics and its application.

REFERENCES [1]

ShengQuan Yu, QiuLi Lu, ShengJian Chen. “Mixed Teaching under the Network Environment--A new teaching mode.” China

[2]

Jianxin Xiong, Baofa Peng, Huan Qi. “Thinking of Universities Mixed Teaching Pattern under the Background of Informatization.

[3]

Xiaohong Yang. “Exploration of Digital age Class.” Higher Education institutions Teacher online Training Center, October 29,

University Teaching, 2005(10): 50-56 Course education research.” 2012 (5), pp 26 2011. http:/www.enetedu.com/index.php/Free/allList

AUTHORS Yanxia Wang (1966.10-), woman, Master of Engineering, professor, research direction: Material mechanical properties and fatigue failure. Email: wangyx200@163.com

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