基于CAD技术的“机织实验”课程教学改革探索
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摘要
针对机织设备众多、机构复杂、不易于理解且体积重量庞大等不利于本科生实践操作的问题,提出了应用计算机辅助设计(CAD)技术构建虚拟环境的教学改革方案。结合"机织学"课程的重点和难点,以标准织机GA611型有梭织机为例,选用不易实际操作或者无法直接实际观察到的机构构建虚拟环境进行机械原理及重要概念讲解,将课本的叙述性语言以及平面简易图示立体化。虚拟环境的建立不仅全方位便捷地对机械设备进行剖析,辅助学生对机织专业的深入了解,亦可加强其软件操作技能,建立良好的空间思维。而对部分教师和本科生进行的初步调研分析也表明了虚拟环境授课能有效提高学习积极性,进一步开展有很好的可行性。
"Woven experiment " is one of important practical teaching aspects of textile engineering in Donghua University,it has been an essential experimental course for undergraduates. On the basis of clarifying the orientation of"weaving experiment",it puts forward the teaching reform of constructing virtual environment by using CAD technology,because of the difficulty to practice on weaving equipment for various kinds, complicated structure, abstract to understand and bulky weight. Combined with the difficult knowledge points in "weaving "course and based on the standard GA611 shuttle loom,it chooses the mechanism which is not easy to practice and difficult to observe to establish the virtual environment. The narrative language can be told through the three-dimensional effect. The establishment of the virtual environment not only can analyze the mechanical equipment to give students an in-depth understanding of the course conveniently,but can strengthen students' s oft ware operation skills and establish a good space thinking. By an initial survey some teachers and under graduate spraise the feasibility of the virtual environment teaching.
"Woven experiment " is one of important practical teaching aspects of textile engineering in Donghua University,it has been an essential experimental course for undergraduates. On the basis of clarifying the orientation of"weaving experiment",it puts forward the teaching reform of constructing virtual environment by using CAD technology,because of the difficulty to practice on weaving equipment for various kinds, complicated structure, abstract to understand and bulky weight. Combined with the difficult knowledge points in "weaving "course and based on the standard GA611 shuttle loom,it chooses the mechanism which is not easy to practice and difficult to observe to establish the virtual environment. The narrative language can be told through the three-dimensional effect. The establishment of the virtual environment not only can analyze the mechanical equipment to give students an in-depth understanding of the course conveniently,but can strengthen students' s oft ware operation skills and establish a good space thinking. By an initial survey some teachers and under graduate spraise the feasibility of the virtual environment teaching.
引文
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[2]陈秉岩,朱昌平,郑忠梅.团队培养本科生科技创新能力的实践研究[J].实验技术与管理,2013,30(12):158-162.
[3]应惠娟,姬登祥,杨阿三,等.立足工程实践教学突出创新能力培养[J].实验室研究与探索,2016,35(12):143-146.
[4]王启立,李小川,窦东阳,等.面向工程教育的实验教学与实践教育体系建设[J].实验室研究与探索,2016,35(12):178-181.
[5]王敬志,张碧,周磊,等.突出文化育人功能推进实验室文化见识[J].实验室研究与探索,2012,31(4):407-409.
[6]石瑛,吴其光.实验室文化的内涵及其构建[J].教育探索,2010(11):81-82.
[7]毛成栋.机织学课程内容体系建设与实施[J].辽宁丝绸,2009(3):324-326.
[8]毛成栋.《机织学》课程教学改革的探索与实践[J].辽宁丝绸,2010(4):38-39.
[9]李丽君.搞好课程分析推进课程建设——《机织工艺学》课程分析实践[J].浙江纺织服装职业技术学院学报,2006(4):97-99.
[10]王坤.微课在“机织学”课程教学中的应用研究[J].纺织服装教育,2016,31(5):392-394.
[11]朱苏康,高卫东.机织学[M].北京:中国纺织出版社,2008:155.
[12]朱苏康.《机织学》实验教学中学生创新能力的培养[J].纺织教育,2004(6):29-31.
[13]杜鹏飞,陈世嵬.虚拟仿真应用到力学类基础课程的的研究和实践[J].科教导刊,2016(4):58-59.
[14]周烁,陈静荣,汪俊熙,等.某型航空发动机装配过程虚拟仿真应用[J].机械设计与制造工程,2016,45(2):55-59.
[15]蔡卫国.虚拟仿真技术在机械工程实验教学中的应用[J].实验技术与管理,2011,28(8):76-78.
[16]曹旭妍.基于VERICUT的双主轴车削加工中心虚拟仿真应用研究[J].现代制造技术与装备,2016(4):16-18.