Practice and Exploration of Teaching Reform in the Engineering Mechanics Course under the Deep Integration of the “Outcome-Based Education Concept” and Curriculum-Based Ideological and Political Education

Abstract

As a core course for the Engineering Cost major at Chongqing Institute of Engineering, Engineering Mechanics shoulders the dual mission of cultivating students’ mechanical thinking, engineering practical abilities, and professional qualities. Centered on the deep integration of the outcome-based education (OBE) concept and curriculum-based ideological and political education, this paper systematically elaborates on the reform paths and implementation strategies from four dimensions—reconstruction of teaching content, innovation of assessment mechanisms, integration of ideological and political elements, and construction of teaching resources—by drawing on the teaching reform practices of Engineering Mechanics courses at multiple universities. Through modular teaching content design, a competency-oriented diversified assessment system, and a method of integrating ideological and political education with local characteristics and engineering case studies, the teaching objectives of “knowledge transmission, ability cultivation, and value shaping” are achieved in a three-in-one manner. Practical results indicate that after the reform, students’ engineering practical abilities have significantly improved, with a course objective achievement rate exceeding 0.73, a 23% increase in student satisfaction with the course, and a 35% year-on-year increase in the number of awards won in professional competitions, providing a replicable paradigm for the teaching reform of engineering courses.