Reconstruction of the "Tree-Chain-Layer" Teaching Paradigm of Mechanics of Materials from the Perspective of New Engineering and Classroom Innovation Practice

Abstract

Under the background of new engineering, the traditional teaching model of Mechanics of Materials fails to meet the demand for high-level talents in emerging industries. The course’s abstract content, complex formulas, and cross-scale stress-strain-failure logic cause poor student learning outcomes. To solve this, this paper reconstructs the "Tree-Chain-Layer" teaching paradigm by exploring content, mode, and practice. For content, a "Knowledge Tree" is built (with "external forces and constraints" as root, "cross-sectional geometric properties" as trunk, four basic deformations as main branches, and "energy method", "stability", etc., as top elements), threaded by the "external force-internal force-stress-deformation-failure" chain, and divided into three learning levels. This reform upgrades the course to a problem-driven, interdisciplinary engineering base. Future efforts will open classroom boundaries to serve emerging industries.