2 Abstract Focusing on the training of comprehensive ability and shaping comprehensive talents, this paper puts forward the reform plan of the steel structure course design after the adjustment of the teaching plan, and the problems that should be paid attention to when guiding the steel structure course design.
Foreword The talents cultivated by China's higher engineering education in the tenth century should adapt to the requirements of the market economy for talents. The Ministry of Education adjusted the original construction engineering major to civil engineering major according to the development of international disciplines, and the professional adjustment and curriculum reform followed. After the major adjustment, the design of the steel structure course was compressed from 1.5 weeks to 1 week in the original teaching plan, and the design content was not reduced, and the requirements were not reduced. This requires us to propose corresponding reform ideas to adapt to the requirements of the new situation.
Steel structure course design is an important practical link in the undergraduate teaching of civil engineering specialty. It not only lays the foundation for the follow-up course construction steel structure design and graduation design, but also has a profound impact on the business of students after graduation. Professional-level engineering and technical personnel are prominent in the overall situation.
Assumptions for the reform of steel structure curriculum design First, the design objectives should be diversified. End the phenomenon of all students doing the same purpose in the past, and arrange several different purposes at the same time, such as listing multiple design angle steel roof trusses, trapezoidal steel roof trusses, herringbone steel roof trusses, etc., each type of roof trusses is then given different constant and live loads , Students can choose to do it by drawing lots. In order to broaden the knowledge, arrange a seminar in each class in the last half of the course design to discuss the problems and final solutions in the design. The course design also provides teachers with first-hand information on the method of course design guidance.
First, life strives for engineering. The choice of course design should be as close as possible to the actual engineering, to cultivate students' engineering design ability and thinking style. In the basic course of study, students solve the problem, the solution is unique; but engineering design considerations are more questions, involving structural selection, structural layout calculation, simple internal force analysis, internal force combination, cross-section design, construction requirements, and economic benefits such as construction requirements. Solutions are often multiple. Therefore, students are required to engage in engineering design from the requirements of various aspects mentioned above, and to meet the requirements of the main aspects and achieve the optimization of design.
First, comprehensively promote the use of computers. Computer is an important tool for civil engineering design organization and management. As a graduate of civil engineering, students must have certain computer knowledge and be able to compile small software to solve engineering problems. At present, the construction structure is drawn by the computer screen in various design institutes. It has been popularized, and if students can master this kind of painting technology well at the university level, they will be able to work quickly after graduation; now the computer courses of college students are generally increasing, many students have passed the national computer exam, and the computer application ability is generally improved; Through the previous steel structure course design, it was found that some students used computer to paint, which was about 2 days faster than manual painting. Therefore, the steel structure course design after the professional adjustment should require students to use 7 software to draw the structure construction, saving drawing time and solving the problem of time compression of the steel structure course design.
In the design process, we must fully mobilize the initiative and enthusiasm of students, give full play to the students ’ingenuity and creative talent, and focus closely on the center of training ability. We should pay attention to the following questions: Wang Xiannong, Jia Dongshui, reform of steel structure course design, training Students use various specifications, and the content of reading manuals and data textbooks is often very limited. Structural design also requires the use of various manuals, standard sets, reference books, etc., so we should list the main reference materials in the task book to guide students gradually To get rid of the dependence on the teacher and cultivate the ability to acquire knowledge independently, you should explain to the students and pay attention to the relevant matters when looking for information. However, it should not be too detailed in the specific design calculation and construction. The psychological dependence of information.
First, cultivate conceptual design capabilities. Cultivate structural engineers to design the overall plan of the structure, and can consciously use the mechanical relationship between the overall structural system and the basic sub-systems, not just accurately calculate and analyze a given sub-system or component. Cultivate students' conceptual design ideas so that students can simplify calculations with the help of concepts. Although there are certain errors, the structural concepts are clear, qualitative and accurate, and the best structural design scheme can be quickly selected and determined. It is also the main reason for judging whether the computer calculation results are reliable during the construction design stage. in accordance with.
First, arrange your time reasonably. After the professional adjustment, the design time of the steel structure course is weeks. According to the design workload to be completed, the time is not lenient. Therefore, the instructor should plan carefully and divide the stages in the course design time schedule to make full use of the effective The design time allows students to complete the tasks in the specified period within the specified time.
First, develop students' ability to reach paper. The biggest problem for students in curriculum design is to focus on calculation but not on construction. Some students have poor spatial imagination, they can't figure out exactly how to place the various boards, and the connection points are chaotically arranged, and the structure cannot be accurately reached. Therefore, in addition to taking students to the site to visit, students should be encouraged to read various construction manuals, and the various construction measures specified in the specifications must be clear on the paper, so that the students realize that the paper they draw must reflect the design correctly The calculation should be clearly understood by others on the paper, the review staff can easily review, and the construction staff can easily understand the design intention, and finally achieve the purpose of correct construction. The instructor should strictly control the work, and those who do not meet the standards of the building system, the paper is unclear and Wenyu can not meet the requirements, should be reworked and repainted.
First, make full use of the curriculum design to develop students' language skills. Over the years, we have found that many college students have poor language ability, especially in the graduation design reply, the self-report and answer questions are not clear enough, the language is not smooth, and the self-confidence is poor; in addition, after arriving at the job, the business is not good at expressing personal opinions The ability to handle business relations and coordination related to work is not strong, and students usually lack training in this ability. In order to create opportunities for students to exercise, and to mention this ability, a small-scale course design defense link should be added after the course design is completed to cultivate students' language organization ability, logical thinking ability and ability to reach.
Sixth, strengthen the control of course design process and results. Instructors should often guide students in a timely manner to understand the progress of students and the degree of mastery of each student. If you do n’t make frequent contact with students, you will not.
Timely guidance will affect the design progress and quality, as well as students' interest in learning. At the same time, it is possible that a small number of students do not really understand, but only get good results by plagiarism and neatness.
Concluding remarks The above is my experience in steel structure teaching and steel structure course design for many years and the reform ideas for steel structure course design under the new situation. The course design process is a broader teaching link, and it needs to be continuously discussed and improved in the future work.
Chen Shaofan. Steel structure. Edited by Xi'an Xi'an Metallurgical and Architectural College, Wei Mingzhong. Steel Structure 1. Wuhan Wuhan University Press, 2000.
Editor-in-chief of Jiang Hernia. A handbook for thesis design for graduation projects.
Published by Beijing Higher Education Press, 1999.
Editor-in-Chief Lu, and
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