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Research on Teaching Reform of Hydraulic and Pneumatic Transmission Based on OBE
| Content Provider | Semantic Scholar |
|---|---|
| Author | Xu, Liping Cai, Liujin Nan, Xiaoqing |
| Copyright Year | 2017 |
| Abstract | For the strong theoretical, practical and applied characteristics of “Hydraulic and Pneumatic Transmission”, the traditional teaching methods of the course has been facing difficulties which the teachers find it difficult to teach and the students feel it hard to learn for a long time. In order to improve teaching efficiency and quality of the course, the OBE method was applied in the teaching practice of the course. The method relies on AMESim software and actual engineering project to realize the combination of theory and practice, furthermore provides an open self-learning platform for students. Experimental study on the teaching of the course for two years was carried out by using equal group test method to verify the effect of OBE. The results show that the OBE mode can not only play a very good role in the course teaching and significantly improve the teaching effect, but also promote students’ professional quality and the ability of independent innovation. Introduction The grim employment situation of the machinery leads to mechanical engineering graduates facing huge employment pressure. It is difficult to find a good job if you do not have a solid professional knowledge and skills. “Hydraulic and Pneumatic Transmission” as one of the important basic courses that mechanical engineering students must grasp, plays a fundamental role in the teaching system of the whole mechanical courses[1]. However, because of its strong theoretical, practical and applied characteristics, the teaching of this course is facing many difficulties. In the traditional theory teaching, by drawing time-consuming, PPT presentation is difficult to make complicated hydraulic circuit and hydraulic components of the working state display clearly, which lead to students uninterested and low efficiency of the teaching. In the practice teaching, students in the teaching process see less of hydraulic components and do not understand the actual working condition.This way dampen the enthusiasm of students to experiment and explore. In view of the teaching problems and difficulties, this paper studies and discusses the theory and practice teaching of “hydraulic and pneumatic transmission” with the project of “Outcomes-based Education” OBE education mode and AMESim software[2,3]. Theory Teaching Reform and Teaching Case of “Hydraulic and Pneumatic Transmission” Introduction of OBE. Based on the mode of OBE, educators must have a clear idea of the ability and the level of the graduates and seek to design an appropriate educational structure to ensure that students achieve the desired goals[4]. The course of “hydraulic and pneumatic transmission” must be centered on the students’ knowledge, ability and quality. It explores the coordination and cooperation between different courses. OBE as the guide, teaching reform methods and research, to carry out the integration of production and education, to carry out the enterprise standard of the project construction project, to explore the contents of the “to” the student oriented establishes the curriculum standards[5,6]. 7th International Conference on Education, Management, Computer and Medicine (EMCM 2016) Copyright © 2017, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Advances in Computer Science Research, volume 59 |
| File Format | PDF HTM / HTML |
| DOI | 10.2991/emcm-16.2017.75 |
| Alternate Webpage(s) | https://download.atlantis-press.com/article/25870455.pdf |
| Alternate Webpage(s) | https://doi.org/10.2991/emcm-16.2017.75 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Notice |
