Exploration and Practice of “Interdisciplinary, Cross-platform, Multi-objective” Teaching Reform Driven by the “Question-Knowledge- Practice-Cultivation”

Abstract

To address major challenges in current engineering education, including the disconnection between knowledge acquisition and engineering demands, limited interdisciplinary integration, the separation of practice from knowledge, and insufficient integration of value cultivation, this study is grounded in the national strategy of building a manufacturing powerhouse and takes additive manufacturing topology optimization design as its core focus. It proposes and validates a new teaching paradigm driven by the “Question-Knowledge-Practice-Cultivation” (QKPC) framework. Through the establishment of a collaborative educational mechanism characterized by interdisciplinary integration, cross-platform coordination, and multi-objective alignment, this model effectively breaks down disciplinary barriers among materials science, mechanics, mechanical engineering, and computer science. It integrates previously fragmented teaching, research, and engineering resources, and constructs a collaborative sharing mechanism linking industry, education, and research, and scientific research. Practice has demonstrated that this model significantly enhances students’ ability to solve complex engineering problems and realizes the deep integration of technical competence with engineering ethics, craftsmanship, and social responsibility. It provides a replicable and scalable pathway for cultivating interdisciplinary and innovative engineering talent.