Exploration of stimulating students’ innovative thinking in teaching “metal forging and forming”

  As the concept of “Internet+” is continuously accepted by people, the business philosophy and business model of various industries are quietly changing, and the influence of teaching is more obvious. The deep integration of Internet technology and education will lead to changes in the teacher-centered injective education, textbook-centered structured education, and classroom-centered closed teaching mode that have dominated the Chinese education model for a long time. The role of the teacher in the teaching process has changed significantly.

The conventional “teacher-centered” indoctrination mode of teaching is changed to a “student-centered” discussion, participation and inspiration mode of teaching. In this process, the development of students’ innovative thinking habits is emphasized. When teaching the course “Metal Forging and Forming”, the author analyzed the existing problems and explored ways and means to effectively stimulate students’ interest in learning and cultivate their innovative thinking.


  At present, the training mode and status quo of undergraduate students are mainly reflected in the lecturers’ lecture-based teaching, although there are various assignments and exercises, but students lack initiative and creativity under the influence of traditional education methods and aggregated thinking, and they only accept passively, which directly leads to poor teaching effect, manifesting as students’ lack of interest in learning, being physically and mentally separated from the class, and the assignments and exercises also Students are not interested in learning, they are physically and mentally separated in class, and homework and exercises are only repeatedly mastered as the course content, lacking independent thinking and analysis of problems.

In the freshman and sophomore years, students are still interested in learning because of the inertia of the high school training system, but as they enter the junior and even senior years of the professional foundation and professional courses, students will be bored with the current mode of classroom teaching because of the lack of creativity, which manifests itself in absenteeism and distracted attention. Once students lose their creative initiative, they will lose their interest in cognition. In terms of teachers’ teaching, although multimedia teaching is used, the integration of “Internet+” with the curriculum is not close, which is a waste of available resources and a problem that teachers themselves need to think about and solve.

  Solving problems

  1、Update and improve the teaching concept and teaching method

  To completely change the status quo of the existing teaching model, we must first move in the teaching concept and teaching methods, abandoning the traditional concept of teaching to the test, the design of innovative teaching concepts. The focus of teaching will be shifted to guiding students to actively and positively participate in teaching activities, changing passive learning to students learning in a research-oriented and targeted way.

After introducing the basic knowledge of forging, the whole course is divided into 4 projects according to the classification of forging equipment, i.e. free forging die design, forging die design on hot die forging press, forging die design on flat forging machine and forging die design on screw press, so as to complete the reconstruction process of the course. Based on a certain project, students start to learn the corresponding knowledge with problems, and learn and analyze the characteristics of die design and die forging process according to the characteristics of the equipment itself.

In the learning process, students take the initiative to explore with questions, find relevant information, complete the assigned learning tasks, and according to the completion of the students, the teacher gives corresponding evaluation and points out the problems that need attention, which requires the teacher to completely change the teaching concept and teaching methods, and is a learning and re-improvement process for the teacher himself.

  2. Focus on the creation of learning atmosphere and learning environment

  Create a teaching atmosphere conducive to the cultivation of students’ innovative spirit, the use of small classes, we sit around the round table, this learning atmosphere makes students into the discussion situation, while trying to create a harmonious, democratic teaching atmosphere, such an atmosphere can liberate students’ minds, live so that their innovative spirit can be given full play. In the teaching process, teachers should fully believe in students’ abilities and encourage each student’s originality.

To implement the specific practice of this course, in the process of implementing each project, let students analyze the existing forging methods and processes with the characteristics of materials and equipment, and at the same time draw on their knowledge of other die design to make bold improvements to the dies corresponding to each kind of forging equipment and analyze their feasibility. In this way the students, while mastering the existing theoretical knowledge, can also put forward some or reasonable or unreasonable improvement measures. Putting forward unreasonable improvement measures, through the process of analysis and being rejected, can expose their knowledge lacking points when considering specific problems, which itself is also a learning and improvement process.

  3、Take full advantage of the Internet to carry out teaching mode reform

  At present, the network teaching resources are abundant, and students can get more intuitive video resources in the Internet while learning in the classroom. At the same time, through online communication and exchange, it is easy for teachers to grasp the learning dynamics of students in a timely manner. In the process of teaching the course, the sending and receiving of homework and the assignment of course design tasks are carried out through the Internet, which can also expand the outreach of students’ knowledge and fully mobilize students’ learning enthusiasm and active innovation consciousness.

Teachers can constantly update the teaching resources of the course through the Internet, as a necessary supplement to the course resources. Combined with the course in the teaching process, through teaching reform, on the basis of the original slide teaching resources, updated to project-based teaching mode of video and animation and other resources, these are the specific implementation of the reform of the teaching mode under the advantages of the Internet.

  4、Improve the teaching evaluation standard

  The traditional teaching evaluation mainly takes textbook knowledge as the main standard, plus the usual homework and attendance, which is a very rigid evaluation system, favoring speed and proficiency, and rarely encouraging creativity. Project-based teaching is carried out in a research mode, which strongly encourages students’ innovation, changes the traditional way of students’ learning courses, and cultivates students’ creative consciousness and innovative spirit. This mode radiates from one course to many courses, and then promotes the improvement of innovative thinking ability of all students in the major. The specific implementation process is that the assessment of this course is set at 50% of the usual grade (homework + classroom performance + innovative thinking) and 50% of the course design. This setting can change the students’ learning habit of treating the course “temporarily”, and put more energy into the usual learning, on this basis, the course design can check the students’ comprehensive mastery of the course, which can more objectively assess the students’ comprehensive ability and level.

  III. Analysis of the effect of teaching and learning

  After implementing the reform of this teaching mode for the 2013 students of material forming and control engineering, certain teaching effects have been achieved, which are reflected as follows

  1、The reform of teaching mode and method makes classroom teaching vivid and enhances students’ learning initiative, and also makes the teaching concept of teachers improved.

  2. Combined with Internet teaching, students can plan their study time more rationally and make full use of network resources, and teachers can always pay attention to students’ learning dynamics.

  3. The introduction of project-based teaching deconstructs and reconstructs the knowledge system, highlights the cultivation of students’ ability, and stimulates students’ innovative thinking, and with more reasonable assessment methods, students really change passive learning into active thinking, which in turn stimulates innovative thinking.

  IV. Conclusion

  Based on the analysis of the problems of the existing teaching mode, this project, through the reform of teaching concepts and teaching methods, the creation of a creative learning atmosphere, the full use of Internet resources, combined with the improvement of teaching evaluation standards, the traditional closed classroom and experimental teaching mode into an open and research-based teaching mode, so as to guide and stimulate students’ innovative thinking and focus on the cultivation of students’ abilities. Ultimately, by cultivating students with innovative thinking and innovative ability, we can enhance their subjective motivation for learning.