With the development of modern industrial automation technology, sensors have become an indispensable part of automatic detection and control systems. For example, the manufacturing and assembly of new mechanical products, offline inspection and equipment status diagnosis are all based on sensors. Therefore, the course "Sensor Technology and Application" has an increasingly prominent position in the curriculum system of mechanical engineering majors. In order to ensure that mechanical engineering students can better understand and master the working principle of sensors, the latest technologies and typical engineering applications, and to meet the school's needs for cultivating innovative engineering application talents, it is necessary to reform the teaching process of the course "Sensor Technology and Application" in order to improve the quality of course teaching.

  The teaching model of indoctrination is adopted, supplemented by a small number of sensor videos and animations. In the whole teaching process, the teacher is the main body to indoctrinate knowledge, and the students are the passive role to passively absorb knowledge. Traditional teaching cannot stimulate students' learning enthusiasm and is not conducive to cultivating students' innovative thinking mode. In addition, since the course "Sensor Technology and Application" involves a wide range of knowledge, students cannot effectively apply their existing knowledge to the understanding and learning of new knowledge in the classroom. This makes students feel that the knowledge of "Sensor Technology and Application" is difficult to learn, and thus students are likely to lose interest and enthusiasm in learning the course, and even develop a dislike for learning . This will make the teaching process of the course extremely difficult, and the quality of course teaching cannot be guaranteed.

  Sensor general characteristics, resistive strain gauge sensors, inductive sensors, capacitive sensors, piezoelectric sensors, magnetoelectric sensors, thermoelectric sensors, photoelectric sensors, and computer testing systems, etc.

  Through detailed analysis and research of the main course content, the learning content for each type of sensor is divided into four aspects: basic knowledge, basic principles, observation of physical objects and video data, and typical applications. The basic knowledge section first explains the prior knowledge system used in this type of sensor, facilitating effective integration with students' existing knowledge and eliminating their fear of learning the subsequent principles. Through the explanation of basic knowledge, the basic principles of this type of sensor are broken down using analytical methods, pointing out its working characteristics and methods. After students grasp the basic working principles of the sensors, the instructors utilize their own research resources and the college's research resources to demonstrate the sensors to students, at least through video data. Simultaneously, detailed explanations are given regarding typical application scenarios and installation methods for this type of sensor. The optimized and integrated teaching content not only follows a gradual teaching approach, making it relatively easy for students to grasp in the early stages and arousing their interest and enthusiasm, but also ensures that each part of the teaching content has a unified model, making the learning process clear and facilitating students' review and self-study after class. In addition, during the teaching process, examples of sensor applications used in scientific research projects are integrated into the classroom teaching content, ensuring the timeliness and cutting-edge nature of the teaching content.