“机械设计”多学科交叉融合教学模式探索——以“滑动轴承润滑状态判别”为例
Exploration of the Interdisciplinary Integration Teaching Models in Mechanical Design—A Case Study on Lubrication States Criterion of Sliding Bearings

在新工科建设背景下，学生需要具备多学科交叉融合能力和综合实践素养。机械设计课程以“案例驱动、系统整合”为理念重构教学体系，选取“滑动轴承润滑状态判别”为例，系统剖析了《机械设计》教材不同版本的膜厚比计算公式的核心差异，通过案例探讨了不同膜厚比计算公式和润滑状态变化的对应关系。在此基础上，将表面粗糙度引入Stribeck曲线，分析不同表面粗糙度范围内各个膜厚比公式的适用性。该教学案例系统整合了机械设计、摩擦学、精度设计及材料加工等多学科知识体系，构建了理论解析–案例推演–跨学科拓展的递进式学习路径，有效支持学生开展自主探究式学习。
Under the background of New Engineering Education, students need to possess interdisciplinary integration competencies and comprehensive practical literacies. The Mechanical Design course reconstructs its teaching system with the concept of “Case-driven and System-integrated” approach, taking “Lubrication condition criterion of sliding bearings” as an example. It systematically analyzes the core differences in film thickness ratio formulas across different editions of mechanical design textbook, and discusses the corresponding relationships between various film thickness ratios and lubrication state changes through case studies. On this basis, surface roughness is introduced into the Stribeck curve to analyze the applicability of different film thickness ratio formulas within different surface roughness ranges. This teaching case integrates multidisciplinary knowledge systems including mechanical design, tribology, precision engineering, and material processing, constructs a progressive learning pathway of “Theoretical analysis, Case deduction, Interdisciplinary expansion” and effectively supports students in conducting self-directed inquiry-based learning.