Embodied Integration Design of Engineering Case and Ideological and Political Education for Mechanical System Dynamics Curriculum

Abstract

To address the theory-practice gap in the teaching of Mechanical System Dynamics and the insufficient integration of engineering literacy with value cultivation, this study explores a teaching design framework that integrates engineering cases, ideological and political education, and embodied cognition in the context of industry‑education integration. Taking the engineering development of marine gear reducers as the leading force, the course content is reconstructed into three modules, three stages, five key components, and nine engineering cases. A teaching case system of multi‑level progressive practice by learning through application is proposed. Ideological and political education is embedded at three levels, namely, engineering-philosophy worldview, scientific and innovative spirit, and craftsmanship spirit, thereby establishing an engineering-science-oriented framework for ideological and political education. Furthermore, by combining digital twins with simulation deduction, a dual-loop embodied cognition framework is developed through knowledge acquisition-context construction–practical application–reflective iteration. This framework extends a novel virtual-physical interactive environment for engineering education, and ideological and political education. Consequently, it fosters students’ coordinated development of theoretical knowledge, engineering competence, and value formation.