Construction and Application of "Trinity" Ideological and Political Teaching Model in Introduction Course of "Introduction to Mechatronics Engineering"

Abstract

Introductory courses serve as the foundational starting point of higher engineering education, and the effectiveness of their ideological and political teaching is absolutely crucial for shaping the core professional values and ethical frameworks of future engineering students. To systematically address the common pedagogical problems of "forced integration" and the "separation of two layers" prevalent in the current ideological and political education of introductory courses, this comprehensive study takes the introductory lesson of the "Introduction to Mechatronics Engineering" course as the primary teaching unit. It constructs an innovative "trinity" ideological and political teaching model, featuring the deep, synergistic integration of "value shaping, knowledge imparting, and ability cultivation" at its core. Using "major national projects" as an engaging narrative vehicle, the proposed model meticulously designs a four-stage progressive teaching path consisting of "emotional tracing, cognitive decoding, vision pursuit, and mission commitment." This framework organically integrates vital elements such as national sentiment, the craftsmanship spirit, and rigorous engineering ethics into the entire process of professional cognitive initiation. Through two comprehensive rounds of empirical teaching practice, detailed classroom observations, rigorous student assignments, and qualitative feedback, results indicate that this model significantly enhances freshmen's professional identity, intrinsic learning motivation, and profound sense of social mission. Ultimately, this research provides a highly replicable, operable, and effective paradigm for advancing the ideological and political teaching reform of engineering introductory courses in modern higher education.