SOME THOUGHTS ON HOW TO ENSURE TEACHING QUALITY IN COMPRESSED CREDIT HOURS OF BASIC MECHANICS COURSES IN UNIVERSITIES

The phenomenon of credit hour compression in undergraduate mechanics courses is widespread, posing challenges to both learning and teaching. This study analyzed the causes and impacts of credit hour compression on classroom teaching quality. Against the backdrop of artificial intelligence's influence and the “digital +” characteristics of post-2005 college students, it discussed and proposed teaching reflections on ensuring classroom teaching quality through considerations of teaching content, teaching progress and design, teaching methods and skills.