An exploration of the reform of the classroom teaching mode for the mechanical engineering major is conducted

Abstract

The classroom teaching of the mechanical engineering major faces the dual challenges of cognitive overload and knowledge transmission distortion. These challenges are specifically manifested in the spatial mapping conflict between engineering graphics and manufacturing processes, the constraint of linear structures on the formation of systemic thinking, and the representational limitations in understanding dynamic mechanisms. Based on cognitive constructivism theory, this study proposes a restructuring of teaching logic: the introduction of modular reverse reasoning in the mechanical principles course, the implementation of spatial mapping and process visualization reconstruction in the manufacturing process course, and the application of constraint prioritization and decision node activation in mechanical design courses. Furthermore, this study establishes dynamic adjustment mechanisms such as cognitive load quantification and grading, attention curve alignment, and rhythm control. It also develops an adaptive path generation method based on a disciplinary knowledge graph, thereby providing an operable cognitive pathway for the reform of the teaching mode.