Mr. Chen Kuifu of China Agricultural University has been teaching "mechanical vibration" for 5 weeks. With the consent of Mr. Chen, we released his teaching notes and shared them with you.
1. Basic information this course is the core course of mechanics. 181 workers, 26
2. Countermeasures and effects 2.1 delay of experiment teaching
This course is divided into two parts: Theory Course and physical experiment course. In response to the current epidemic situation, the experiment course will be postponed until the students return to school after the epidemic prevention and control. At present, we only teach theoretical courses. In the course of theoretical teaching, we use numerical simulation, playing video, encouraging students to self-study and look up literature, etc. to make up for the lag of experimental courses.
2.2 preliminary conditions and preparation 1) I have accumulated rich teaching experience, teaching materials and animation materials after teaching this course for 14 rounds.
2) There are already notebooks, and I have bought hand-painted boards and whiteboards before.
3) The course wechat group has been established.
4) The electronic version of "mechanical vibration course" compiled by myself is provided for students (free).
5) Familiar with undergraduate network teaching platform
2.3 the teaching effect is guaranteed by the comprehensive way of network teaching and handwritten board supplemented by whiteboard. 1) Tencent conference is currently used for teaching. Under Tencent conference, share ppt's on-screen lectures. Ppt has animation. Knowledge points and formulas are animated according to teaching logic.
2) In order to increase the students' viscosity to the course, we use the hand-painted board to mark and sketch on the PPT. The Sketchpad can easily expand knowledge points on PPT slides. It's easy to erase and change the color of the pen.
3) If the above measures are still difficult to enjoy, turn the camera of the notebook to the whiteboard, and let the students watch me deduce the corresponding teaching content on the whiteboard remotely.
4) During the course of class, it is impossible to turn on the video to monitor the status of each student for various reasons. In order to promote the viscosity of students to the classroom, I randomly call students to answer questions. All the questions asked are closely related to the current knowledge points and can be solved in one or two sentences. For the first time, students should be told clearly that the response time to answer questions is an important basis for their usual performance (to prevent them from doing errands or other things in class).
5) If students don't understand, they can communicate at any time through wechat group, meeting discussion area and interposing.
2.4 homework and correction 1) provide self-study materials through wechat group.
2) Through the undergraduate network teaching platform to stay homework; students take photos upload.
3) After I download the photos of the assignment, I use the Sketchpad to make comments and comments, and then feed back to the students through wechat group.
2.5 effect and reaction 1) the course has been carried out normally for 3 weeks as planned. Students respond well to the classroom as if they were face-to-face.
2) There are young teachers and unselected students in our school.
(end)
END
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