Scholarly article on topic 'Teaching Examples and Pedagogy of Mechanical Manufacture based on the CDIO-Based Teaching Method'

Teaching Examples and Pedagogy of Mechanical Manufacture based on the CDIO-Based Teaching Method Academic research paper on "Mechanical engineering"

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{"cdio-based teaching method" / "Mechanical Manufacture" / "teaching example" / pedagogy}

Abstract of research paper on Mechanical engineering, author of scientific article — Zhongwei Liang, Hongguang Deng, Jianhua Tao

Abstract CDIO-based teaching method is a pedagogy which organic integrating teacher's research-based teaching and student's research-based studying together; in-class instructing and outside-class practicing together; textbook explaining and extensive reading together; teacher's guiding and student's self-studying together. It aims at the cultivation of student's engineering practical ability. The cutting principle of multi-diameter shaft is used as example, then CDIO-based teaching method is penetrated into the whole teaching process of Mechanical Manufacture, thus the example organization and teaching content are investigated and improved. Practical teaching experiment proves that the implementation of CDIO-based teaching method reaches good teaching result; a new developing thought and effort direction are advanced.

Academic research paper on topic "Teaching Examples and Pedagogy of Mechanical Manufacture based on the CDIO-Based Teaching Method"

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W70 ELSEVIER

Procedía Engineering

Procedía Engineering 15 (2011) 40084 - 4088

www.elsevier.com/Iocate/procedia

Advanced in Control Engineering and Information Science

Teaching Examples and Pedagogy of Mechanical Manufacture based on the CDIO-Based Teaching Method

"School of Mechanical & Electrical Engineering, Guangzhou University, Guangzhou, 510006, P.R.China bSchool of Mechanical & Automotive Engineering, South China University of Technology. Guangzhou, 510640, P.R.China c National Engineering Research Center of Near-Net-Shape Forming for Metallic Materials, South China University of

Technology. Guangzhou, 510640, P.R.China

CDIO-based teaching method is a pedagogy which organic integrating teacher's research-based teaching and student's research-based studying together; in-class instructing and outside-class practicing together; textbook explaining and extensive reading together; teacher's guiding and student's self-studying together. It aims at the cultivation of student's engineering practical ability. The cutting principle of multi-diameter shaft is used as example, then CDIO-based teaching method is penetrated into the whole teaching process of Mechanical Manufacture, thus the example organization and teaching content are investigated and improved. Practical teaching experiment proves that the implementation of CDIO-based teaching method reaches good teaching result; a new developing thought and effort direction are advanced.

© 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of [CEIS 2011]

CDIO-based teaching method; Mechanical Manufacture; teaching example; pedagogy

1. Introduction

CDIO-based teaching method is a pedagogy which organic integrating teacher's research- based teaching and student's research- based studying together; in-class instructing and outside-class practicing

* E-mail address: lzwstalin@126.com

Zhongwei Liang a'b'c*, Hongguang Denga, Jianhua Tao

Abstract

1877-7058 © 2011 Published by Elsevier Ltd. doi:10.1016/j.proeng.2011.08.766

together; textbook explaining and extensive reading together. It emphasizes on teacher and student's leading role simultaneously; and cultivates student's learning interest, and stimulates his thinking and trains his capability of analyzing and solving problems. On the other hand, this method can bring solid content knowledge to students, and it can offer training practice and innovation ability for students. The CDIO-based teaching has the characteristics of openness, synthesis and practicality, it requires teacher to impetus student's learning initiative in teaching process, enlighten his positive thinking and lead his investigating for new knowledge, in the help of course content and student's understanding level, thus student's creativity in difficult problem's analysis and solving can be improved. It not only imparts the ordinary knowledge to students in training program, but also trains their capability as well, especially in the research and creative capability on study and working in the future. During the course of CDIO-based teaching, student is no longer an ordinary teaching audience, but a subject which actively participates in the teaching process; he is no longer the passive recipients in traditional teaching course, but an actively constructor of science knowledge as well [1~3].

The practical capability, teamwork ability and project development ability are accentuated in CDIO-based teaching. But traditional teaching method puts undue emphasis on science theory and class lecturing, which makes the disjunction between lecturing and case practice, thus the cultivation and development of student's practical ability are severely restricted. The introduction of CDIO- based teaching pedagogy in different professional curriculum, and the strengthening of student's studying ability have become a prominent difficulty needs to be solved urgently.

2. Investigation and Practice of Pedagogy Method

Mechanical Manufacture is a professional and practical course which covers different subject fields such as mechanical engineering, material science, electrical engineering and control theory. The content of teaching should be focus on the latest scientific and technological achievements in Mechanical Manufacture, it is necessary that students pursuit for the course by solving engineering problems. The capability cultivation of independent innovation, interpersonal communication and inter-operability is regarded as the teaching goal; practical cases are adopted as a teaching means for the development of professional skills and engineering ability [4].

The cutting of multi-diameter shaft is used as the examples for class teaching, the structure and technical requirements of mechanical part is illustrated by Fig.1, and CDIO-based pedagogy is penetrated into the whole teaching process. Lecture is conducted on the basis of classroom discussion, out-of-class research and analysis, case practice, etc. The adoption of teaching cases and specific arrangement of pedagogy method in the CDIO- based teaching background are introduced.

Classroom discussion emphasizes on the grasp and inspiration of professional knowledge, its content is characterized by the concept of cutting mechanism in multi-diameter shaft, the teaching object is defined as the studying of mechanical cutting, thus student can grasp the concept and essence of creativity, understand the developing tendency in metal cutting, etc. Teachers are offered a leading role in the class process.

Firstly the main cutting mechanism and classification of multi-diameter shaft are explained in detail by teacher, students are required to grasp its machining characteristics and understand the specific cutting process. Simultaneously they are required to answer many questions on the concept of Mechanical Manufacture and its specific details, e.g., why Mechanical Manufacture should be studied? Which method should be used for cutting a specific mechanical part? How about its specific requirement? How to analyze the application of metal cutting and how about the practical process? What principles should be followed? All these questions facilitate teacher's seeking for the practical situation of student's knowledge- understanding, and they also prompt student's thinking in class and prepare for following case discussion.

After the instruction of basic concepts is completed, students are separated into several studying groups; several case questions of teacher and predetermined tasks are discussed and conceived in each group respectively. The topics of discussion are around the mechanism of mechanical cutting, its machining properties and of action mechanism, implementation tool, working medium, etc. Students of each group should reach their own consensus and the discussion conclusions are recorded in detail and submitted after the class is finished [5]. Case analysis is strictly implemented in the teaching process, the tasks and problem-oriented teaching are proceed with a schematic machining diagram of multi- diameter shaft, the research problem is assigned and an analysis report or evaluating paper should be accomplished and submitted in 120 minutes. The whole studying process is conducted in a competing form by paper writing or group discussion, which leads to the maximum developing of student's cognitive power and creative capability.

15 ^ gXO.5 3L5

Material:45 #; modulus:25; teeth number:13;

Hardening & tempering: HRC22-26; pressure angle: 20; accuracy grade: 7

Fig 1 Teaching example of Hmulti-diameter shaft

Furthermore, a student representative from each study group is requested for stating the basic viewpoints of his group, and debating can take place when other groups have their respective viewpoints. During this process it is teacher's responsibility that the discussion should be guided correctly and student's initiative should be fully promoted. Thus the whole process of class discussion is achieved [6].

The extracurricular research project requires students preparing for the case example and self-directed learning by themselves. It is obligatory that students possess the necessary knowledge foundation before the extracurricular case analyzing. This task will be more detailed and complex than the traditional classroom discussion, for students accomplish the research object spontaneously, this process offer a dominant position to students [7].

Teacher provides the relative information of multi-diameter shaft, and introduces some technical expanding problems for discussion. E.g. what position should be offered to metal cutting during the process of Mechanical Manufacture? What influence is exerted by cutting on the manufacture process of multi-diameter shaft? Following difficult points are studied carefully: Cutting movement and cutting dosages, geometric parameter of cutting tool, cutting layer parameters and cutting method, ordinary tool materials and material selection, etc. Furthermore; some key questions on the research methods and implementing tools need to be considered in detail: mechanical cutting mechanism, working theory of Mechanical Manufacture, analyzing methods of multi-diameter shaft's machining, requirements of mechanical machining system's technical index, evaluating methods of mechanical manufacture's

working performance, etc. Students arrange time and place spontaneously to realize the whole research process discussion and analyze the case examples. The existing machining example of multi-diameter shaft can be used as an auxiliary means for studying the perceptual knowledge, the performance analysis and evaluation report are introduced for guiding student's observation in mechanical manufacture's working process and inspiration of the cutting principle's research. This study process should be recorded in detail [8].

At the next class the learning results of each group will be introduced and detailed described to other groups, after the introduction is finished everyone can discusses and inquires freely [9], for instance, how to use a basic example for practicing the mechanical machining? How to coordinate their respective movement? What result can be gotten when the efficiency experiment is conducted on some key cutting tools or cutting method? And so on.

The analysis of a practical case is a new teaching step and pedagogy method by which the grouped students select an appropriate example for studying and practicing by themselves. With the accumulated knowledge obtained by the first two phases, the capability of independent analysis is established in students, and through the group discussion and classroom debate the preliminary conception and design of the whole knowledge system of Mechanical Manufacture are obtained. The specific content mainly covers the mechanism and process of mechanical cutting: The basic principle of metal machining, work piece's material cutting performance, selection of cutting fluid, geometrical parameters of cutting tool, selection of cutting parameter, classification and type arrangement of metal cutting machine, movement analysis of machine tools, drilling cutter and hole boring establishment, milling machine and milling tools, wheel grinders, grinding principle, types and function of commonly-used grinders, method of surface finishing, gear processing machine and gear tooling, planer and slotting machines, modular machine lathe and its cutting tools, numerical- control machine tools,..., etc. Through practical operation students can learn Mechanical Manufacture's basic operation principles and its classification, grasp different manufacture establishment's construction, and understand the working process and mutual comparison in manufacture performance characteristics. The practice process will lead students to study the cutting methods of multi-diameter shaft, inspire their comprehension, and reach the discussion conclusion after student's independent research. The whole process is characterized by case evaluation and student's participation, teacher is only regarded as an academic advisor, and he gives a necessary advice only when practical difficulties exist. On the other hand, teacher can also put forward some technical requirements during the development of a practical mechanical machining system, which makes the manufacture system developed be more practical and feasible [10].

Finally evaluation of student's learning is conducted based on his performance result, finished effect and teamwork collaboration during the development of a practical engineering project. The assessment methods can be classified into record, report or mutual score [11]. In a unit test, students are required to submit a summary report on the topic of Mechanical Manufacture's performance and machining system's model construction, and comment on their working property or application environment. (Ten questions will be installed; the difficulty will be span in low, medium and high); or students be required to observe the working process of different kinds of Mechanical Manufacture systems in detail, submit a sketches of their respective working principle, and made an analysis reports on Mechanical Manufacture system's working performance.

3. Conclusions

The CDIO-based teaching practice in Mechanical Manufacture proves that a positive and effective result can be obtained by the pedagogy method based on practice capability and teamwork collaboration. The reasonable adoption and arrangement of the teaching case of multi- diameter shaft promote the

cultivation of student's comprehensive ability. In the teaching practice, the pedagogy method and learning organization are improved and optimized continuously through extensive assessing and scientific evaluating; finally the goal of fully mobilizing student's learning initiative and developing his practical ability by CDIO-based teaching theory can be reached.

Acknowledgements

Thanks the support from National Feature Specialty Construction Project (TS2479); National Education Scientific Planning Project (CIA090110); Guangzhou Higher School Education Teaching Reform Research Projects (2009, No.7); Foundation for Distinguished Young Talents in Higher Education of Guangdong, China (LYM09110) and Research Project of Guangzhou University (10A068).

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