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This teaching research paper presents a novel idea that combines fundamental scientific problems in practical engineering with the construction of the "Engineering System Modeling and Simulation" course. A large amount of mathematical modeling, numerical simulation, 3D entity modeling, finite element simulation, and analysis used to obtain the research results of our scientific research projects is fed back and integrated into the teaching content of the Engineering System Modeling and Simulation course. The content system of this course is based on the Harbin Institute of Technology (HIT) aerospace engineering course and embodies the values and characteristics of HIT. It is constructed to meet the requirements of the "Ten Special Actions to Accelerate the Training of High-level Talented Person" focused on by the Ministry of Education and the Academic Degree Committee of the State Council. The research results and implementation of the current work are expected to produce pedagogical benefits for the training of postgraduate students in mechanical engineering and promote the understanding and mastery of basic and professional knowledge. At the same time, this course can also enhance students' research ability, engineering ability, thinking ability, and innovative consciousness. [ABSTRACT FROM AUTHOR]

This teaching research paper presents a novel idea that combines fundamental scientific problems in practical engineering with the construction of the “Engineering System Modeling and Simulation” course. A large amount of mathematical modeling, numerical simulation, 3D entity modeling, finite element simulation, and analysis used to obtain the research results of our scientific research projects is fed back and integrated into the teaching content of the Engineering System Modeling and Simulation course. The content system of this course is based on the Harbin Institute of Technology (HIT) aerospace engineering course and embodies the values and characteristics of HIT. It is constructed to meet the requirements of the “Ten Special Actions to Accelerate the Training of High-level Talented Person” focused on by the Ministry of Education and the Academic Degree Committee of the State Council. The research results and implementation of the current work are expected to produce pedagogical benefits for the training of postgraduate students in mechanical engineering and promote the understanding and mastery of basic and professional knowledge. At the same time, this course can also enhance students’ research ability, engineering ability, thinking ability, and innovative consciousness.

Background: The development of information technology has had a significant impact on traditional financial analysis. For large amounts of data and complex business environments, financial analysts are required to use technical analysis tools to process mass data and deeply integrate financial analysis and enterprise value to enhance the competitiveness of enterprises. This requires the reconstruction of the financial analysis courses in higher vocational education in China. This manuscript studies the problems existing in traditional financial analysis courses and reconstructs these. Methods: A factor analysis approach is adopted to reconstruct the financial analysis courses. We study these courses from three perspectives — coursebooks, teachers, and teaching methods. We collected the data of relevant courses from online platforms in China and used content analysis to find the problems existing in the three areas. Results: The authors found that the content of the coursebooks were incomplete and outdated, the teachers lacked practical ability and were unaware of data analysis tools. Furthermore, their teaching methods were inefficient. Conclusions: The study reconstructs the financial analysis courses based on three aspects. First, the contents are supplemented with enterprise strategy, macro-environment analysis, industry analysis, business analysis, and the application of data analysis tools. Second, the teachers can work in the company to develop their vocational skills, and participate in training programs to learn data analysis tools. Third, the teaching methods can be dynamic and dual-purpose by cooperating with enterprises to enrich practical teaching. Furthermore, colleges and enterprises can make enterprise work a teaching task, develop simulation training platforms, and provide vocational skill grade certificates.