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Discussion on the Reform of Teaching Methods of
Mechanical Drawing
Qingran Hu
College of Mechanical Engineering,
Hubei University of Automotive Technology
Shiyan, Hubei, China
Abstract—Mechanical drawing mainly studies the use of
engineering drawings to express spatial solids, which is the
“language” used to exchange information in the engineering field.
However, the course is difficult for beginners, and students tend
to be weary of learning. Then how to inspire students' interest in
learning and how to focus students' attention on the lecture are
the problems that teachers need to think about urgently. At the
same time, the previous teaching methods also need to be
changed. First of all, teachers can encourage students to make
their own teaching aids, which is more impressive than using
existing teaching aids. Secondly, some chapters can reduce
teaching time. Teachers assign tasks to students, and students get
detailed information by themselves. After self-study, students will
organize these materials into a report and submit it. The teachers
verify the learning effect and give an evaluation. In the process of
implementation, teachers should play a role of guidance and
supervision. The purpose is to put students in the main position
and make them participate more in the teaching process.
Keywords—change; interest; evaluation; supervision;
participate
I. INTRODUCTION
Mechanical drawing is a basic course for students majoring
in science and engineering, which is usually offered in the first
year of University. This course is to study the use of plane
graphics to express the shape, size and location of three-
dimensional space, etc. It has little connection with the
knowledge of students in junior and senior high schools, and it
can almost be treated as a new thing. Generally speaking, this
course is a process of thinking from object to drawing and
from drawing to object. The purpose of this course is not only
to cultivate students' ability of drawing and reading
engineering drawings, but also to train students' ability of
spatial imagination. However, some students are not good at
spatial imagination and study very hard. After the fresh feeling
of contacting new things disappears, they begin to have no
interest in the class and treat it negatively.
At present, the course is mainly made by teachers using
three-dimensional software, animation, teaching aids and other
means to enable students to understand the knowledge, and
after class students do exercises to consolidate what they have
learned[1]. The teachers are dominant, and the students
passively accept the knowledge given by the teachers. There is
interaction in the class but time is limited. In the course of
teaching, once students can't keep up with the teachers' ideas,
their attention will be distracted, and it's hard to put them back
into the class. After a few times, the enthusiasm for learning is
obviously reduced. Students will play mobile phones or do
other things unrelated to learning in class. In addition, the
mechanical drawing requires students to have the ability of
spatial imagination, but some students have the poor ability of
it. Although there are three-dimensional software, animation,
teaching aids to assist students in learning, the effect of these
tools is not the same. The effect of teaching aids is good, but it
can't be guaranteed that everyone has them. The others can be
seen but not touched. It's also difficult for this part of students
to understand, and the learning efficiency is very low. How to
improve this situation, how to improve students' interest in
learning, how to increase students' participation in the
classroom, is an urgent problem to be solved.
II. REFORM OF TEACHING METHODS
A. Making Teaching Aids
First of all, in the teaching process, it is necessary to
change the role of students, so that students can change from
passive acceptance to active learning. Here are my personal
views on the reform of teaching methods of mechanical
drawing. According to the teaching order, students should first
learn the projection of points, lines and planes, then the
projection of solids and their intersections, composite solids,
general principles of representation, detail drawings,
commonly used parts and assembly drawings[2]. When
students learn the projection of solids and their intersections,
they begin to feel difficult. In class, teachers usually use three-
dimensional software to operate or show the models (as shown
in Fig.1) to let students learn the drawing method of
intersecting lines[3]. However, due to the problem of angle or
short time, some students can't observe the real shape of
intersecting lines, and they are shy or unwilling to go to the
teacher to borrow the models to see again. In class, it is not
effective to achieve the teaching objectives. The best way is
that each student has a physical model to study. However,
because the number of students is large and the number of
models is small, the demand cannot be met. At this time, the
teachers can divide the students into groups, arrange each
group to sit together and distribute one of the models. Two
classes should be set aside. Students use the plasticine to make
the same shape according to the given model, and make
teaching aids by themselves. After that, each group exchanges
models until all types of models are made by themselves. At
Teaching research and reform project of Hubei University of Automotive
Technology (JY2019021)
Advances in Social Science, Education and Humanities Research, volume 385
3rd International Conference on Education, Economics and Management Research (ICEEMR 2019)
Copyright © 2019 The Authors. Published by Atlantis Press SARL.
This is an open access article distributed under the CC BY-NC 4.0 license (//creativecommons.org/licenses/by-nc/4.0/). 683