Exploration on the Training of Improving the Ability of Students to Draw and Read Graphics.doc

1、1Exploration on the Training of Improving the Ability of Students to Draw and Read GraphicsAbstract： In accordance with some problems which universally exist in the drawing learning process of the students in engineering programs of higher learning schools， the author accumulates a great number of t

2、he methods and improvement measures to cope with these problems on the basis of many years of the personal drawing teaching experience. For example， the methods of improving the teaching atmosphere， increasing the interests of the students in learning， enhancing the teaching methods and means， amend

3、ing the teaching programs， and highlighting the demonstration and explanation of the contents of the professional drawing can be used to achieve the purpose of making the ability of the students to draw and read graphics improved. Key words： Drawing and Reading Graphics； Practical Ability； Teaching

4、Discussion The course “Engineering Drawing“ is one of the indispensable professional fundamental courses of the engineering science majors in all kinds of higher learning 2schools. At the present time， how to make an enhancement to the teaching effect of the “Engineering Drawing“ course and to the a

5、bility of the students to draw and read the graphics is a serious subject in front of the modern teachers. In accordance with this subject， an in-depth study has been made by East China Jiaotong University on the aspects of amending the drawing teaching programs， editing the exercise books with the

6、three-dimensional reference diagrams or figures and setting the online teaching information for learning and promoting the three-dimensional construction of the teaching resources， etc. In the following， the author carries out a discussion with all fellow colleagues through the combination of the pr

7、oblems and the current improvement measures， which appear in the personal drawing teaching process. 1. Traditional Teaching Situation 1.1 Unreasonable Teaching Content Distribution Generally speaking， the contents in the course “Engineering Drawing“ can be divided into three parts， which are the fun

8、damentals， descriptive geometry as well as the professional graphics. In the teaching process of the previous time， the class hours of the descriptive geometry took up a quite large proportion in the total class hours. In the past 3years， the students felt quite difficult to learn the points， lines，

9、 surfaces as well as the relative positions and hence spent quite much time on these aspects. However， the contents involved by the professional graphics are multiple； the class hours of each chapter took up a quite small proportion in the total； the introduction to the professional graphics are qui

10、te simple and also are far from being detailed in the teaching materials. Take the civil engineering department of East China Jiaotong University for example： the course “Engineering Drawing“ is offered at the first semester of the first academic year， while the course “Civil Engineering CAD“ is off

11、ered at the second semester of the third academic year. The reason for this offering is that the course “Engineering Drawing“ is an advanced course for a great number of the courses. For example， the course “Architectural Design and Construction“ is offered at the second semester， so it is necessary

12、 to offer the course “Engineering Drawing“ at the first semester. However， the practicality of the course “Civil Engineering CAD“ is very strong； it needs the practices with computers， so as to get a real understanding of the commands. If this course is not practiced by the students for a very long

13、time， it is necessary for the students to take a quite long time to 4review it in the course design and graduation design. Therefore， the course “Civil Engineering CAD“ is offered at the fifth or sixth semester before the course design. However， seen from the current situation， this is easy to make

14、the learning of drawing divorced from drawing graphics. 1.2 Unreasonable Teaching-hour Distribution In the teaching of theories， the teaching contents， requirement introduction and reading hours of the professional graphics are far from being sufficient， and most of them only make a superficial unde

15、rstanding possible and can be very rough. As a result， what the students learn are not in depth. The majors， like the civil engineering， have different professional graphics contents as well as the different requirements. However， there are a great number of the connections among the different major

16、s. Therefore， the students in a major， in addition to the construction drawings of their own major， are still necessary to get an understanding of the contents and requirements of other professional graphics in the same industry. In the mean time， the class hours for the practice course are distribu

17、ted unreasonably. Usually， the teaching of the practice course is quite weak and has few hours. However， the practical 5application of this course is quite strong. Therefore， the students can obtain the ability to draw and read the graphics only if they complete the practices within the course and t

18、he engineering， and also the teachers can be discover the problems and make a timely correction. 1.3 Difference in the Fundamentals and Quality of Students At the present time， the students in the colleges and universities had a very different learning during their high-school period. Generally spea

19、king， their fundaments in the solid geometry during the high-school period were not so powerful. Therefore， in the process of learning the course “Engineering Drawing“， the ability for these students to make a space imagination is quite weak. 2. Problems Necessary to be solved 2.1 Poor Fundamentals

20、The problems in the teaching contents， the class hours and the students themselves give rise to the poor fundamentals of the students in the professional graphics. As a result， in the process of drawing the graphics， a great number of the students do not get a clear understanding of what basic conte

21、nts that the professional graphics are in need of at their colleges and universities. 62.2 Poor Practical Operation Ability The seldom practical operations and trainings can give rise to the poor ability of the students to read at the same time. For example， the students have no ideas to start an an

22、alysis on a very simple building. 2.3 Narrow Professional Knowledge Scope As the students have a little knowledge of the professional graphics which are very similar to the same industry， an obstacle is caused between the coordination and the communication. In the mean time， a sense of confusion is

23、generated in these students when seeing the related graphics and drawing. 2.4 The Efficiency of Teaching and Learning is not played The “Civil Engineering CAD“ and the “Engineering Drawing“ are offered for the students as two courses. As a result， when the class hours get very intense， the efficienc

24、y of learning the drawing is not brought into full play. 2.5 Undesirable Teaching and Learning Effects As the students have the poor attitudes towards the learning and also have not so high enthusiasm in study， they are in a passive learning state all the time， and copy the home exercises of others

25、very seriously. As a result， the 7learning effect is not ideal. 3. Improved Methods and Means 3.1 Introducing New Methods， Improving Teaching Means， and Using Teaching to Promote Learning and Increasing the Enthusiasm of the Students on Study to the Maximum 3.1.1 Reasonably Using Multimedia In the p

26、rocess of teaching the theories， it is necessary not to give a teaching on the blackboard all the time as much as possible， or not to teach students knowledge with a dull method all the time. It is suggested to take advantage of the two methods properly. As for the key points as well as some hard-to

27、-understood drawing processes in the teaching， it is necessary to make use of the method of writing on the blackboard， for the purpose of making the students get an understanding of these things more easily. Therefore， the multimedia information and illustrations can be utilized easily； some related

28、 graphics which are applied most can be inserted. In such a way， the interest of the students can be increased in their learning， and then the learning efficiency can be improved. 3.1.2 Applying the Interactive Teaching and Learning It is necessary to increase the interaction and 8communication betw

29、een teachers and students and also insert some interesting contests. First of all， the rules for these competitions can be pre-set. For example， the interaction can be carried out by asking a question from a group， while another group is responsible for giving the answers， and the scores will be giv

30、en to the group which can provide a correct answer for the question. Second， some activities can be designed at the classrooms. For example， the basic-body identifying and reading method is used for induction， and competition for identifying and reading the basic-body and the combined-body can be he

31、ld. Finally， when the models and views are matched with each other completely， the group finishes this within the shortest time wins in the competition， and then the scores for the performance in the daily study can be recorded for the students. Through all of these activities， the atmosphere at the

32、 classrooms becomes active extremely， the interests and enthusiasm of the students in the learning can be increased greatly， the feelings between classmates can be enhanced， and also the collective spirit of all of classmates can be improved. As a result， the attitude of the students towards the lea

33、rning can be improved， and also the drawing teaching effect can be increased. 3.1.3 Developing the 9Homework for a Team Drawing is a course with a very strong practicality. In the learning process， it is necessary for the students to consolidate and deepen the understanding of the theoretical knowle

34、dge through a certain amount of exercises. In order to prevent part of the students copy the homework of others without using their own heads， the team cooperation or the cooperative operation way can be utilized. This can take a dormitory as a unit； a different homework will be given to each group，

35、 and the comments will be given to the homework at the same time. If the homework of a group is completed quite well， not only the group will be praised by the teacher， and also all members in the group can have the same change to increase scores. In the process of implementing this collective homew

36、ork， all of the students can fell very happy， and will jump for joy when the scores are increased for the group. 3.2 Stressing Practices and Neglecting Theories， Taking “Gear Ones Study to Practical Use“ as Principle， Setting New Teaching Programs， Adjusting Teaching Contents and Increasing Practice

37、 Training of Drawing and Reading Graphics 3.2.1 Teaching should have the Primary and Secondary Points The drawing and projection fundamentals in the course 10“Engineering Drawing“ are the foundation of drawing， and also the basic principle of drawing. Thus， it is necessary to teach these to students

38、 thoroughly in the teaching process. However， the geometric drawing can be taught simply because it has repeated contents with the contents learnt in high school. 3.2.2 Laying a Foundation for the Follow-up Major Courses The following professional graphics knowledge is the purpose of learning the en

39、gineering drawing. According to the problems mentioned above， it is necessary to increase and expand the content introduction， the formation process and the drawing methods of the professional graphics as well as the connection contents of many major courses in the latter period. Hence， a solid foun

40、dation can be laid for the teaching of the major course in the future. 3.2.3 Learning AUTOCAD in Advance It is necessary to learn the AUTOCAD in Advance and integrate the above two courses into the course “Civil Engineering Drafting and CAD“. After the professional drawing， the CAD teaching and practices can be implemented. Finally， the mapping graphics can be drawn as examples in comprehensive training. 3.2.4 Strengthening the Practices After all courses end， engineering training can be