No abstract

This paper illustrates the design-based learning (DBL) approach to promoting the deep learning of students and improving the quality of teaching in engineering design education. We performed three aspects of research with students in a typical educational activity. The first study investigated students' deep learning before and after the DBL approach, both in terms of deep learning status and deep learning ability. The second study examined the effectiveness of the DBL approach by comparative research of a control class (traditional teaching method) and an experimental class (DBL method). The third study examined students' evaluations of the DBL approach. It is approved that the DBL approach has distinctively stimulated the students' motivation to learn, making them more actively engaged in study. The students' higher-order thinking and higher-order capabilities are enhanced, such as critical thinking ability and problem-solving ability. At the same time, they are satisfied with the DBL approach. These findings suggest that the DBL approach is effective in promoting students' deep learning and improving the quality of teaching and learning.

Based on the theory of community identity, this paper analyzes the inner logic and expression levels of the value construction of university cultural and creative products to promote community identity, constructs a design framework for a series of cultural and creative products of Wuhan University of Science and Technology oriented to industrial culture identity, and obtains the design expression of university cultural and creative products to promote community identity. The design was divided into two generations of products before and after, and spss was used to process the scores of the characteristics of the two generations and to determine whether there was a significant difference between the means of the two overall products and which characteristics were significantly improved through an independent sample t-test; subsequently, an independent sample t-test was used to determine whether the overall characteristics were better than those of the initial generation. The results show that university cultural and creative products can promote the cultural identity of university communities, enhance university cohesion and improve the influence of universities.

No abstract

No abstract