The function of production practical training in engineering education and teaching method reform

2009 ◽  
Author(s):  
Xudong Pan ◽  
Guanglin Wang ◽  
Tongfei Ma ◽  
Dongxiang Shao
Keyword(s):  
Engineering Education ◽  
Teaching Method ◽  
Practical Training

Use “cross-border E-commerce” multi-dimensional teaching to enhance the core competence of international economics and trade students

2021 ◽  
pp. 002072092110134
Author(s):  
Ying Liu
Keyword(s):  
Core Competence ◽  
Teaching Method ◽  
Close Contact ◽  
Operating Mode ◽  
Theory And Practice ◽  
Practical Training ◽  
The Core ◽  
Cross Border ◽  
The Core Competence ◽  
Employment Quality

For some trade majors who only focus on theoretical studies, they no longer have an advantage in the market. If they do not pay attention to practical training, it will be difficult to gain a foothold in business. In education, people are paying more and more attention to e-commerce. Many schools take “cross-border e-commerce (CBEC)” as a course. This article uses CBEC to implement multi-dimensional teaching, so as to enhance the core competence of trade majors. This research is mainly based on the analysis of the existing teaching program model, and proposes a multi-level, all-round and multi-dimensional teaching method. This article analyzes the current teaching mode of trade major and various related problems in this mode, and proposes a teaching method based on theory and practice in response to the requirements of trade major. In teaching, many teachers will use traditional teaching methods to analyze trade and help students learn about CBEC. If students cannot learn the operating mode of CBEC as soon as possible, it will cause many students to walk out of the school very much. It is difficult to adapt to the requirements of work, and it is also difficult to accept the new CBEC model. This not only affects the employment rate and employment quality of students, but also is not conducive to the transformation and development of foreign trade enterprises. Therefore, we need to teach students based on the market’s demand for CBEC compound talents, let them have close contact with enterprise development, and use school-enterprise cooperation to realize CBEC practical and multi-dimensional teaching in schools, so as to generate training to meet the needs of the cross-e-commerce market Technical personnel.

The Research and Practice of Three-Dimensional Innovation Talents Development Model in Engineering Education

2012 ◽  
Vol 591-593 ◽  
pp. 2286-2289
Author(s):  
Xiu Qin Wu ◽  
Tie Liang Liu ◽  
Zhian Yi
Keyword(s):  
Engineering Education ◽  
Teaching Method ◽  
Three Dimensional ◽  
Training Model ◽  
Development Model ◽  
Three Dimension ◽  
Self Study ◽  
Long Time ◽  
Innovation Study ◽  
Develop Environment

Cultivating students who have innovated abilities is not only an age requirement but also the focus of engineering education. In engineering education, according to the studies and practices for a very long time, this article establish "three-dimension" innovation talents development model which can improve students’ abilities of self-study and help them fit the society better after their graduation. The seven aspects are teaching method, learning approach, teaching material constructs, auxiliary answering strategy, teaching evaluation, students develop environment and innovation channels. “Three-dimensional” innovation talents development model is designed according to students’ character and their best innovation study result .And it can actually form a three-dimensional layered training model includes “General-form Teaching”, “Extensions Expand” and “Elites Cultivating”. The effect of the practice of "three-dimensional" innovation talents development model is very obvious.

Study of Interdisciplinary Specialized Mechanical Engineering Education

2011 ◽  
Vol 199-200 ◽  
pp. 1676-1679
Author(s):  
Ping He ◽  
Nai Chao Chen ◽  
Jiang Wu
Keyword(s):  
Engineering Education ◽  
Mechanical Engineering ◽  
Teaching Method ◽  
Modern Society ◽  
Large Degree ◽  
Detailed Knowledge ◽  
Electrical Machinery ◽  
The Difference ◽  
Interdisciplinary Courses ◽  
Interdisciplinary Course

A novel teaching method is proposed to design the contents of the interdisciplinary courses for the specialized mechanical engineering education. The paper discusses the necessity of assigning the proper interdisciplinary courses on the analysis of currently increasing mixed-talent requirement in our modern society. The characteristics of interdisciplinary research are elucidated in order to obtain the hints for guiding the reform of teaching method to suit for the new status that occur in the interdisciplinary course. The relationships and intersections among the different majors are regards as the most important factor for teaching the interdisciplinary courses well. Refining the associated knowledge from these intersections is the core task for teachers since these contents are very easy to avoid the intense inner anxiety and conflict for the student due to the difference between the own and other majors. For the teacher, the contents of lessons should be designed on the basic of the specialized skill of student’s major and not exceed their knowledge structures on a large degree. Based on this behavior, the detailed knowledge of specialized mechanical engineering is gradually assigned in the classes and terminally the whole specialized industry is learned by the student, which is the desired goal. Finally, the example of electrical machinery is addressed for verifying the effectiveness of the approach of refining the intersections to design the contents and classes. The practical results show that the method proposed in this paper has the high effectiveness on teaching the interdisciplinary specialized mechanical engineering education. In addition, we believe that this schema is also able to be applied for the related interdisciplinary courses.

Course Reform of Metal Cutting Machine Tool Design under the Background of Engineering Education Accreditation

2020 ◽  
Vol 7 (8) ◽  
pp. 128-131
Author(s):  
Jianjun Yang ◽  
Hongbo Lan ◽  
Xiaoyang Zhu
Keyword(s):  
Machine Tool ◽  
Engineering Education ◽  
Metal Cutting ◽  
Evaluation Method ◽  
Teaching Method ◽  
Assessment Method ◽  
Tool Design ◽  
Metal Cutting Machine ◽  
Machine Tool Design ◽  
Cutting Machine

The course of metal cutting machine tool design is a compulsory course in the manufacturing direction of mechanical specialty in our university. Under the background of engineering education accreditation, the course has been reformed. The new syllabus corresponding to the index points of graduation requirements was established, the teaching contents were integrated and optimized, project teaching method and diversified assessment method were designed, the evaluation method of course objectives achievement was constructed, the closed-loop course quality assurance system of Design-Implementation-Assessment-Evaluation-Improvement was formed. Students’ learning initiative and the learning effect are improved.

The ACCEND program: a combined BS and MS program in environmental engineering that includes co-operative work experience

2004 ◽  
Vol 49 (8) ◽  
pp. 73-79 ◽  
Author(s):  
P.L. Bishop ◽  
T.C. Keener ◽  
A.R. Kukreti ◽  
S.T. Kowel
Keyword(s):  
Engineering Education ◽  
Teaching Methods ◽  
Work Experience ◽  
Learning Opportunities ◽  
Environmental Engineering ◽  
Practical Training ◽  
Engineering Programs ◽  
Career Opportunities ◽  
Innovative Program ◽  
The University

Environmental engineering education has rapidly expanded in recent years and new teaching methods are needed. Many professionals and educators believe that a MS degree in environmental engineering should be the minimum in order to practice the profession, along with practical training. This paper describes an innovative program being offered at the University of Cincinnati that combines an integrated BS in civil engineering and an MS in environmental engineering with extensive practical co-operative education (co-op) experience, all within a five-year period. The program includes distance learning opportunities during the co-op periods. The result is a well-trained graduate who will receive higher pay and more challenging career opportunities, and who will have developed professionalism and maturity beyond that from traditional engineering programs.

A Practical Approach for Problem-Based Learning in Engineering

2007 ◽  
Author(s):  
Emily M. Hunt ◽  
Pamela Lockwood-Cooke ◽  
Paul Fisher
Keyword(s):  
Engineering Education ◽  
Real World ◽  
Engineering Students ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Pilot Project ◽  
Complex Problem ◽  
Engineering Problem ◽  
Theory And Practice ◽  
Engineering Mathematics

Problem-based Learning (PBL) is a motivating, problem-centered teaching method with exciting potential in engineering education. PBL can be used in engineering education to bridge the gap between theory and practice in a gradual way. The most common problem encountered when attempting to integrate PBL into the undergraduate engineering classroom is the time requirement to complete a significant, useful problem. Because PBL has such potential in engineering, mathematics, and science education, professors from engineering, mathematics, and physics have joined together to solve small pieces of a large engineering problem concurrently in an effort to reduce the time required to solve a complex problem in any one class. This is a pilot project for a National Science Foundation (NSF) supported Science Talent Expansion Program (STEP) grant entitled Increasing Numbers, Connections, and Retention in Science and Engineering (INCRSE) (NSF 0622442). The students involved are undergraduate mechanical engineering students that are co-enrolled in Engineering Statics, Calculus II, and Engineering Physics I. These classes are linked using PBL to increase both student engagement and success. The problem addresses concepts taught in class, reinforces connections among the courses, and provides real-world applications. Student, faculty, and industry assessment of the problem reveals a mutually beneficial experience that provides a link for students between in-class concepts and real-world application. This method of problem-based learning provides a practical application that can be used in engineering curricula.

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