At present, China's independent higher vocational colleges account for 46% of the total number of students in full-time colleges and universities, and have become an important force in China's higher education and played an important role in promoting the popularization of China's higher education [1]. Different from ordinary higher education, higher vocational education is based on skill education, emphasizing students' professional quality and practical operation ability, reflecting the actual work needs of the post, and cultivating applied talents in the production line [2].
Building materials is the main course of civil engineering related majors in higher vocational colleges [3]. Its teaching goal is to systematically expound the knowledge of standards, selection, inspection, acceptance and storage of building materials and introduce the latest development trends of building materials. With the development of construction industry, more and more new majors offer building materials courses, and the training objectives and curriculum requirements of each major are different, which requires the implementation of exploratory classified teaching of building materials courses. Building materials is one of the disciplines with the fastest knowledge update, and new materials, new processes and new specifications are constantly emerging, which puts higher demands on teachers in higher vocational colleges, requiring teachers to keep up with the pace of industry development, constantly update their professional knowledge and constantly explore new teaching methods.
Problems in 1
At present, most majors in architectural higher vocational colleges have set up building materials courses, including building materials, building decoration materials, installation engineering materials, road building materials, decoration materials and so on. In many years of teaching practice, we found some problems in these building materials courses: (1) the course orientation is vague, and the building materials course in higher vocational colleges lacks clear orientation. At present, most higher vocational colleges do subtraction on the basis of undergraduate teaching, imitate undergraduate teaching methods, and directly remove the chapters with more profound theories. On the other hand, in recent years, many secondary vocational schools have been promoted to higher vocational schools, and quite a few teachers are still in the inertia thinking of secondary vocational schools. Copying the teaching mode of secondary vocational schools means that higher vocational schools do addition on the basis of secondary vocational schools, that is, deepen and refine the content of secondary vocational schools.
Obviously, the orientation of these courses is incorrect. At the same time, we must realize that higher vocational education is not the same as enterprise training. It is not only to teach students a kind of survival skills, but also to enable students to have a certain theoretical basis, job skills, and the ability to solve practical problems on the engineering site, so as to achieve zero-distance employment. The majors offering building materials courses can be roughly divided into the following five categories: ① Materials, such as materials engineering technology, inorganic nonmetallic materials, building materials testing, etc. These majors are based on the production and testing of building materials and need in-depth and systematic study; (2) Technology, such as construction engineering technology, quality and safety, project supervision, etc. These students need to use materials in the project, control the construction quality and strengthen the study of national standards. (3) management, such as engineering cost, project management, material supply and management, property management and other majors, these majors need to learn to manage materials, with the focus on mastering the performance and storage of materials. (4) Art, such as architectural design, decoration engineering, landscape design, etc. These majors should focus on the artistry and decoration of building materials; Elective courses, such as engineering English, legal affairs and engineering accounting. These majors only need to know the corresponding building materials varieties. However, the characteristics of students are often ignored in actual teaching, and the phenomenon of one size fits all is more prominent.
(2) Lack of teaching resources. For many years, students' teaching feedback has been that there are too many knowledge points that need to be memorized in building materials, which are too scattered, boring in content and unsatisfactory in examination results. Through investigation, it is found that the lack of teaching resources is the main reason for this phenomenon. As a traditional professional basic course, higher vocational colleges basically follow undergraduate teaching materials, and lack building materials teaching materials that are really suitable for higher vocational education. However, most undergraduate textbooks are too theoretical, pursuing a wide range of knowledge and a complete knowledge system, which is divorced from engineering practice. There are almost no practical teaching contents and corresponding course exercises, and higher vocational education lacks pertinence. Many textbooks were written earlier, which were seriously out of line with the current national standards and industry standards, and could not meet the vocational requirements of students. The practical teaching resources of building materials also vary from school to school. Many higher vocational colleges have limited funds, insufficient laboratory construction and instrument configuration, and can't offer in-class experiments that meet the curriculum requirements, and students can't operate experiments. This is divorced from the purpose of combining work with study in vocational education, and of course it is difficult to receive good teaching results.
(3) Unreasonable teacher structure A considerable number of higher vocational colleges were upgraded from secondary vocational schools to higher vocational schools in the near future 15, and the expansion of enrollment forced higher vocational colleges to introduce a large number of professional teachers. Most of the young teachers introduced are fresh graduates of undergraduate colleges, who teach in schools with high academic qualifications, but lack practical engineering experience; However, most of the skilled craftsmen employed by higher vocational colleges lack theoretical knowledge and have not received teacher qualification training, so there are some problems in educational methods. The number of "double-qualified" backbone teachers in the front line of teaching is very limited. The unreasonable structure of teachers in higher vocational colleges has affected the teaching effect of building materials course to some extent.
2 Teaching reform countermeasures
(1) Optimize teaching content and respond to professional requirements. In teaching, students of different majors must control the degree of difficulty and allocate class hours reasonably. It is suggested to adjust according to table 1. Among them, students majoring in materials and technology suggest to provide 1 week of concrete mix training or visit the cognitive practice of building materials to strengthen the effect of integrating theory with practice. The content of theoretical teaching should be based on teaching materials, but it must keep up with the current standards and update the teaching content in time. According to the professional training objectives, the contents of chapters should be boldly increased or decreased. For example, the direction of civil engineering cost of engineering cost specialty should consider both civil engineering materials and decorative materials; For the direction of installation cost, both building materials and installation materials should be considered; For quality and safety majors, it is necessary to strengthen case teaching, such as teaching the durability of concrete and introducing the engineering case of durability failure of Xizhimen overpass in Beijing, so that students can have an intuitive understanding of the conditions, hazards and characteristics of alkali-aggregate failure of concrete.
For foreign-related engineering majors, we can increase the vocabulary of building materials and introduce foreign standards for comparison. For example, concrete strength specimens, China's standard is to make cubic specimens, and foreign standards are to make cylindrical specimens. At the same time, the teaching content must take into account the requirements of vocational examinations, so as to prepare students for the "nine-member" certificate examination in the construction industry in the future, and even the qualification examination for first-class builders, cost engineers and supervisors. For arts and elective majors, the teaching content should be greatly simplified to reduce the teaching difficulty. In short, teaching must respond to the requirements of various majors and serve the future career development of students. Table 1 Distribution Table of Teaching Hours of Building Materials Courses of Different Majors 1 Total Teaching Hours of Courses, Theoretical Teaching Hours of Building Materials of Different Majors and Experimental Teaching Hours of Supporting Practice Courses/Training Materials Course 5236 16 1 Weekly Technical Course 4230 1 Weekly Management Course 4030/Kloc-.
The test parameter of each laboratory is mainly strength, which is gradually extended to other parameters. According to the focus of theoretical courses and considering the time limit of students' in-class experiments, it is suggested to set up in-class experiments as shown in Table 2, which can be selected according to the actual situation of students. In order to ensure the effect of in-class experiments, it is suggested that teachers should be organized to write experimental instructions and experimental reports according to national standards, and students should be required to submit corresponding experimental reports after completing group experiments, which will be included in the experimental results.
(2) Reform assessment methods and enrich teaching forms. Higher vocational colleges should be led by professional teachers, implement flexible teaching management, and give teachers full autonomy in teaching forms and assessment methods. The course evaluation method of building materials course must be reformed, and the binary scoring method based on usual grades and final exams should be abolished, and the multi-system scoring method that emphasizes students' active participation should be changed. It is suggested that the course report accounts for 65,438+00%, the in-class experiment accounts for 20%, the usual grades account for 65,438+00%, the visiting practice accounts for 65,438+00%, and the final exam accounts for 50%. After several years of teaching practice, it has received good teaching effect and has been well received by employers. Here, I will focus on the course report and visit practice. At the beginning of the class, the teacher can list the topics related to building materials, so that students can consult the materials in groups and make PPT.
After 4 ~ 5 weeks of class, each group takes turns to make a report to the whole class. This kind of course report is completed by students themselves choosing specific topics, working together and making plans. During this period, teachers and students can fully discuss and solve the problems encountered in the course report. This form of project teaching cultivates students' ability of collecting and sorting out materials, teamwork and oral expression, understands the latest trends of building materials, and lays a solid foundation for the graduation project of grade three. Teachers should make full use of the resources of off-campus practice bases and employers to organize students majoring in materials and technology to visit and study.
Visit and study should be closely focused on the content of building materials related courses, such as visiting the commercial concrete mixing station to understand the production technology of commercial concrete; Visit the pumping concrete construction site to understand the performance requirements of high-rise building construction for concrete; Visit the precast component factory to understand the types and uses of main precast concrete components; Visit the testing company to understand the procedures and main parameters of building materials testing. After the visit is completed, you can organize class discussions to summarize. In the process of theoretical teaching, teachers can use QQ group, WeChat, Weibo and other online platforms to answer students' questions, share electronic teaching materials and strengthen the interaction between teachers and students. Electronic teaching materials include electronic lesson plans, courseware, video materials, course exercises, national standards, etc. Conditional colleges and universities can organize teachers to build quality building materials and enjoy resource courses, and make course resources electronic and networked. In the process of construction, students' enthusiasm can be fully mobilized, such as encouraging students to learn norms themselves and recording experimental videos. Teachers can include excellent videos in the resource library and count students' usual grades.
(3) Keeping up with the development of the industry and improving teachers' professional ability. Higher vocational colleges should follow the principles of "sending out" and "please come in", strengthen the communication and docking between schools and enterprises, pay close attention to new materials, new norms and new technologies, and keep abreast of the latest developments in the building materials industry and the needs of enterprises for graduates, so that teachers can update their knowledge reserves and improve their professional ability. "Sending out" means that teachers who choose to send building materials participate in industry training, industry exchanges, internships and other measures to improve their engineering practice ability. And "please come in" means that higher vocational colleges invite technical backbones and skilled craftsmen from the building materials industry into the classroom to help guide young teachers through external experts and school-enterprise cooperation [4].
(4) Guide outstanding students to improve the overall effect. For a few excellent students, teachers should pay attention to extracurricular training and guide learning. The main forms include: ① participation in teachers' scientific research projects; At present, the social service function of many higher vocational colleges is increasingly apparent, and many teachers undertake a large number of vertical scientific research projects and horizontal cooperation projects with enterprises. These topics can attract some excellent students to participate. In the course of the project, teachers should strive to stimulate students' creativity and initiative, guide students to form papers or patents, and lay the foundation for future employment or entrepreneurship. ② Participate in engineering practice; During the summer social practice, all departments should actively contact off-campus practice bases and counterpart enterprises, select outstanding students to enter enterprises, such as testing companies, participate in engineering projects, promote the combination of theory and practice of students, and improve their professional ability.
3 Conclusion
With the development of building materials industry, new requirements are put forward for the teaching of building materials courses in higher vocational colleges. This paper analyzes the problems existing in teaching, shares teaching experience, and puts forward corresponding reform suggestions, aiming at communicating with peers, promoting the development of building materials courses and serving the cultivation of high-end skilled talents.
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