Lead: With the rapid development of China's manufacturing industry, a large number of technical talents are urgently needed in today's society, and they are also required to have higher practical skills. This paper will discuss the application of electronic skills training in teaching. The following is the information of my papers on electrical and electronic technology. Welcome to read the reference.
Electronic drag and skill training has become a compulsory course for students majoring in maintenance electrician in secondary vocational education. However, in practice, theory teaching and practice are often taught separately, and the "weekly class system" is implemented. But now students in technical schools have the characteristics of relatively weak cultural foundation and low enthusiasm for learning. When they are faced with new knowledge and new courses, their original attention is not easy to concentrate, and it is even more difficult to enter the learning state by implementing the "weekly class system" teaching method.
In the teaching of electronic drag and skill training, experiment is a very important teaching link. The experimental class can not only help students to consolidate and deepen their understanding of the basic theoretical knowledge they have learned in class, but more importantly, it can train their experimental operation skills, thus cultivating their ability to dare to operate and be good at operating, and helping them to establish a rigorous scientific study style.
1, training objectives and orientation
The goal of vocational education for electrical technicians is to require our students to have excellent professional ethics and quality; At the business level, you should have skilled and professional operation skills; When you step into the society and take up a professional post, you should have the personal ability to continue to develop. Generally speaking, through school study, students are required to have the necessary "applied knowledge", not "professional knowledge" or "professional theory". From the field of work, the trained students are mainly engaged in the operation, production, maintenance, technical service and management of electrical equipment after entering the workplace. This requires them to have strong technical operation ability and knowledge application ability to solve practical problems in their work.
2. Defects of traditional teaching.
The old-fashioned course teaching method is: first, study the theoretical course in the classroom, and then conduct practical training in a special practice place after the theoretical teaching. A complete knowledge system is divided into two because of this teaching mode, which makes the theoretical knowledge that students are difficult to understand more abstract and difficult to understand. When students take part in practical training, they have forgotten the theoretical knowledge they can't understand. In practice, they can only imitate the teacher's teaching mechanically, but can't really learn knowledge and skills.
These defects can be summarized as follows.
(1) The study of basic theory is very abstract for students, and students cannot organically combine these book knowledge with production practice.
(2) The learning content is quite boring, which makes it difficult to stimulate students' interest in autonomous learning and improve their learning enthusiasm. Students' memory and understanding of theoretical knowledge is only passively memorized in their brains, not to mention requiring them to use it flexibly.
(3) Traditional teaching methods, theoretical teaching and practical teaching are not harmonious. The content of practical teaching is based on the existing training conditions, which will cause the content of practical teaching and theoretical teaching to be out of sync, make the learning focus vague and the teaching content lack pertinence.
(4) At present, many schools blindly pursue the passing rate of the vocational qualification examination. This is bound to make students feel bored in the practice class.
3. Teaching content should stimulate students' enthusiasm for learning.
In order to improve the current teaching mode, we should strengthen on-site teaching and try our best to stimulate students' interest in learning. Electric drive is a subject that combines theory with practice closely. In the teaching of electric drive, teachers should strengthen the content of on-site teaching, such as on-site demonstration, using physical teaching and other means, and make full use of the coordination between students' various perceptual information. For example, when explaining the contactor, when introducing the structure and principle, the teacher can let each student see and feel the appearance of the contactor intuitively, and then further demonstrate the action process of the contactor, which can stimulate students' curiosity. Students are eager to know the working principle of contactors, which can encourage students to think positively, master the law actively, understand the principle and generate interest in learning.
You can also set questions to stimulate students' interest in learning. Often in the training of experimental subjects, if students are strictly required to arrange components in full accordance with the specifications, the wiring is reasonable and beautiful, and the details must be reminded at all times, and so on, they will not get good results. On the contrary, on the basis of emphasizing the requirements, in the process of demonstrating an electrical contact of a circuit board, some small "articles" are always deliberately made. For example, by artificially setting the fault point of an electrical contact, students can be prompted to think positively and eliminate the fault point. Finally, after many times of such training, students can inadvertently master common troubleshooting methods.
4. Improve teaching methods
As can be seen from the statement in the last section, the old-fashioned curriculum arrangement lacks scientificity, which reduces students' enthusiasm for learning and fails to cultivate students' practical application skills, which is far from the actual production skills requirements of students after entering the society in the future. This requires us to reform the traditional curriculum system and teaching mode, re-set the content of curriculum design according to the requirements of our talent training objectives, re-integrate teaching resources, highlight the characteristics of competency-based teaching, and gradually realize the education and teaching mode centered on students, syllabus and training objectives, and internship workshops and laboratories.
In order to achieve the above goals, teachers should adopt the integrated teaching mode of "practice-theory-re-practice" in teaching. The specific idea is: let students visit the internship site in person at the beginning of their study to increase their perceptual knowledge of what they have learned. Secondly, theoretical teaching, that is, after visiting the site, returning to the classroom, using classroom time to teach students theory, so that students can rise from perceptual knowledge to rational knowledge, that is, from practice to theory. Finally, practice, that is, students will return to the operation workshop and laboratory after completing the corresponding theoretical courses, so that students can practice the theoretical knowledge they have learned in class by themselves, so as to achieve the goal of truly combining students' theory with practice. In the process of teaching, it is necessary to realize a teaching method in which on-site teaching is the main teaching means and classroom teaching only plays an auxiliary role. This can not only improve students' practical operation skills, but also enable students to learn the basic knowledge related to these operation skills.
This paper introduces the "behavior-oriented teaching method" put forward by German vocational education circles according to the requirements of enterprises for technical applied talents in the new period. This educational method aims at cultivating students' key abilities. Teaching is student-centered, and the teacher is only the guide of teaching activities, as the tutor and host of students' learning. In the teaching process, students can independently complete the design and complete the whole teaching process.
This is an educational method worth learning, so how do they implement the behavior-oriented teaching method? From the point of view of teaching management, firstly, the study course units are drawn up before teaching, and the study areas are appropriately divided according to the characteristics and requirements of the course. Then, the main behaviors of the major are analyzed in each divided study area, and then the corresponding professional teachers are selected to draw up special learning contents. Finally, the behaviors are decomposed into several different study units, and attention is paid to highlighting the students' dominant position in the teaching units. The second step is to implement the teaching stage, and make corresponding class plan, daily plan and weekly plan according to different learning units. It is worth noting that no matter which course, its principles must include three elements: "ability goal, task training and student-centered".
5. Teachers' teaching requirements and arrangements
When making teaching arrangements, learning objectives should be infiltrated into the project. According to the requirements of the syllabus, we should carefully select and design the course items. The course project should be as typical as possible, complete in knowledge coverage, challenging to some extent, able to stimulate students' interest and implemented. To choose a suitable project, we must first understand the professional post ability that the course should master. Professional courses such as electric drive and skill training require the following skills: drawing, reading, installing and maintaining the circuit diagram of the basic control circuit of the motor; Selection, maintenance and identification of commonly used low-voltage electrical appliances; Design ability of simple circuit; Drawing, reading, maintenance and installation of machine tool control circuit diagram; Skilled in using power tools and common instruments; Be able to list the details of circuit materials and components, and select the model specifications of devices through calculation; Master the terms that can express the relevant information of the circuit; Familiar with the regulations on safe and civilized production, able to operate safely and civilized production; Establish product quality awareness and good professional ethics.
5. 1 teach "class" instead of "book"
The training process of electric drive skills should not only divide the unit content according to the requirements of behavior-oriented teaching method, but also pay attention to the systematization, logic and coherence of teaching. Its content should be designed according to the knowledge system, and the topic of each unit should have corresponding theoretical content to support the training project. The course content should be formulated according to the requirements of professional post ability, and the teaching goal should be realized according to the idea of behavior-oriented teaching method. We should take the goal of the course as the benchmark of teaching. Therefore, teachers use reference textbooks instead of textbooks to design the teaching process.
5.2 Teaching students in accordance with their aptitude
In order to achieve the teaching goal of this course, teachers must take practical operation skills as the main line of teaching, highlight training as the focus of the whole teaching, and make the teaching process fully reflect the characteristics of cultivating professional ability. According to students' personal qualities, taking the teaching material as a model, we can extract the "knowledge points, skills points and interests points" that students can see, understand and touch. At the same time, we should design and handle the relationship between the study of basic theoretical knowledge and the training of practical skills, and make more use of physical objects and practical equipment for intuitive teaching.
5.3 Teaching is determined by learning, and teaching is not fixed.
Learning should be a process for students to construct their own knowledge system. In the process of education, teachers should always adhere to the principle of taking students as the main body, stimulate students' interest in active learning through the integration and reorganization of teaching content, and make the educational content better serve students' future employment and development. It is an important way for technical school students to learn and master relevant knowledge in practice. But at the same time, although teaching principles are necessary in the teaching process, we can't stick to a fixed teaching model and method. As long as students are interested, they can actively participate in and significantly improve their abilities, which is a good teaching model.
refer to
[1], Li, Teaching exploration of electric drive control circuit and skill training [J]. Teaching research, 2009 (6): 97 ~ 98.
[2] Wei Shuying. Teaching method and application of electric drive control circuit and skill training [J]. Teaching research, 20 10 (6): 59 ~ 60.
[3] Huang Zhuohuan. Discussion on Teaching Reform of Electric Drive Control Circuit and Skills Training Course [J]. Heilongjiang Science and Technology Information, 2009(6):205.
[4] Zhang Bing. On the interest cultivation of practical teaching of electric drive [J]. Vocational education research, 2005(8): 150.
[5] Jing. Discussion on Practice Teaching of Electric Traction in Technical School [J]. Teaching Research, 2009 (11):159.
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