Author(s)

Hui Chen ¹, Jingruo Tian ², Baolin Wang ¹, Zhaoqiang Chen ¹, Chonghai Xu ¹

Affiliation(s)

¹ School of Mechanical Engineering, Qilu University of Technology (Shandong Academy of Sciences), Jinan, China
² Department of Nutrition and Cuisine, Shandong College of Tourism and Hospitality, Jinan, China

Corresponding Author

Chonghai Xu

ABSTRACT

Engineering education focuses on cultivating students' practical and innovative abilities. It not only requires students to master theoretical knowledge but also to apply that knowledge to solve practical problems, achieving a balance between knowing and doing. However, there is currently an issue in engineering education where there is an overemphasis on knowing and a lack of doing, resulting in students having insufficient skills in integrating knowledge, problem-solving and independent thinking. Students may have acquired the knowledge but struggle with the implementation. To enhance students' ability in practical problem-solving, we propose a teaching model that is project-driven and cooperative-group-based. This model incorporates several formative assessment methods, such as inter-group peer evaluation and individual contribution assessment within the group. It was implemented in the course of "Mechanical Design" at an applied research university. The results show that students' learning interest is significantly increased, with more students participating in innovation competitions, and their practical skills are greatly improved. We hope that this "project-driven & cooperative-group-based" teaching model proposed in this paper can provide a useful reference for the teaching of professional courses in engineering education.

KEYWORDS

Professional Courses, Engineering Education, Practical Ability, Team-based Projects, Mechanical Design

CITE THIS PAPER

Baiqiao Zhu, Kien Tsong Chau, Campus News Video Library: A Multimedia Teaching Strategy to Stimulate Secondary Vocational School Students' Civic Awareness. Advances in Educational Technology and Psychology (2024) Vol. 8: 1-9. DOI: http://dx.doi.org/10.23977/aetp.2024.080301.

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