Bidirectional Teaching Reform in Theoretical Mechanics: Integrating Engineering Thinking and Personalized Assignments

Abstract

Traditional theoretical mechanics courses often emphasize the rote learning of principles over practical applications. This focus can diminish student engagement and leave graduates ill prepared for applying concepts to real engineering problems. To address these challenges, this study introduces a bidirectional teaching reform that integrates a front-end focus on cultivating engineering thinking with a back-end focus on personalized assignment design. In the front-end reform, active learning methods, including case-based and project-based learning (PBL) within a structured BOPPPS lesson framework, are used to connect theoretical content with real-world engineering scenarios, thereby strengthening problem-solving skills and engagement among students. The back-end reform introduces personalized and collaborative assignments tailored to the interests and abilities of students, such as individualized problem sets, programming-based exercises, and team projects that encourage innovation and a deeper exploration of mechanics concepts. By addressing both in-class instruction and post-class work, these two reforms complement each other, providing a cohesive learning experience from initial concept acquisition to practical application. Implemented together in a second-year undergraduate mechanics course, this integrated approach was observed to increase student motivation, improve students’ ability to apply theory in practice, and enhance overall teaching effectiveness while fostering stronger collaborative skills. This bidirectional reform provides an effective model for modernizing theoretical mechanics education and prepares students to meet contemporary engineering needs by bridging the longstanding gap between theoretical knowledge and practical application.