TEACHING FEATURES AND SCIENTIFC RIGOR OF THEORETICAL MECHANICS: A CASE STUDY OF THE SEMINAR ON BASIC ISSUES IN THE TEACHING OF BASIC MECHANICS

This paper, based on “The seminar on basic issues in the teaching of basic mechanics (3rd session)”, explores the teaching methods and scientificity of theoretical mechanics. The paper consists of three parts: the first part outlines the seminar design and highlights of the training course, including master classes, knowledge lectures and mechanics competition talks. The second part explores the scientific rigor of theoretical mechanics and the origin of force and mechanics. The third part of the teaching design of the trial lecture session of the training course adopts the BOPPPS (bridge-in, objective, pre-assessment, participatory learning, post-assessment, summary) model, namely bridge-in, objectives, pre-assessment, participatory learning, post-assessment and summary, and evaluates the advantages and effects of the BOPPPS model in theoretical mechanics teaching. The paper aims to provide some useful insights and references for the education and teaching of theoretical mechanics.