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新工科背景下“材料力学”设计性实验教学的困境、理念与改革路径

Difficulties, Concepts and Reform Paths of Design Experimental Teaching in “Mechanics of Materials” Under the Background of Emerging Engineering

晏海霞¹, 姜磊²

Education Study / 2026,8(7): 891-895 / 2026-08-03 18 9

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• Information:

  1．湖南城市学院土木工程学院，益阳；
  2．湖南城市学院基建管理处，益阳

• Keywords:
  Mechanics of Materials; Design-oriented experiment; Teaching reform; Innovative thinking; Multiple evaluation
  材料力学; 设计性实验; 教学改革; 创新思维; 多元评价
• Abstract: “Mechanics of Materials” experiments serve as a crucial practical link connecting theoretical knowledge with engineering practice for engineering majors in universities. Among them, design-oriented experiments particularly focus on cultivating innovative thinking and engineering capabilities. Nevertheless, the current teaching generally confronts challenges including rigid teaching modes, content divorced from practical engineering, and inflexible evaluation systems. Verificatory experiments remain dominant, and students lack sufficient subjectivity, which makes it difficult to satisfy the demand for innovative talents raised by the construction of Emerging Engineering Education. Based on a systematic analysis of the current teaching situation and existing dilemmas, this paper explores reform paths for design-oriented experiments from multiple dimensions covering teaching content, experimental modules, teaching modes, platform development and evaluation mechanisms. It summarizes the general philosophy of “problem-driven learning, independent design, integration of virtual and physical experiments, diversified evaluation, and university-enterprise cooperation”, so as to provide valuable references for the teaching reform of similar courses. “材料力学”实验是高校工科专业连接理论与工程实际的关键实践环节，其中设计性实验尤其侧重对创新思维与工程能力的培养。然而，当前教学普遍面临模式固化、内容脱离工程、评价体系僵化等问题，验证性实验占主导，学生主体性不足，难以有效满足新工科建设对创新型人才的需求。基于对教学现状与困境的系统剖析，本文从教学内容、实验模块、教学模式、平台建设及评价机制等多个维度，系统探索设计性实验的改革路径，并凝练出“问题驱动、自主设计、虚实融合、多元评价、校企合作”的总体思路，以期为同类课程的教学改革提供有益参考。
• DOI: 10.35534/es.0807156 (registering DOI)
• Cite: 晏海霞，姜磊．新工科背景下“材料力学”设计性实验教学的困境、理念与改革路径［J］．教育研讨，2026，8（7）：891-895．