It is an inevitable choice for China's industrial development to develop the welding industry and continuously cultivate new welding technical talents. At present, the training of welding technicians is mainly done by secondary vocational schools. The following is my opinion on welder training in secondary vocational schools. Welcome to reading. I hope you will like it.
On welder training in secondary vocational schools 1 abstract;
Welding is an advanced manufacturing technology. At present, the world engineering and technical circles have recognized that the amount of steel used in welded structures is the main index to measure the development of a country. The steel consumption of welded structures in industrialized countries has reached 60-70% of steel output. In recent years, with the rapid development of modern manufacturing and processing industries in China, welding has been widely used in industry, national defense and other aspects, which greatly increases the amount of steel used in welding structures and makes the shortage of welding technicians inevitable. In order to meet the needs of national development, a large number of welding technicians are urgently needed. This paper discusses how to train welding technicians in secondary vocational schools.
With the progress of educational technology and the change of talent training mode in China, the mode of training welding technicians by self-study and teacher's help has been eliminated. At present, the training of a large number of welding technical workers is mainly completed by secondary vocational schools. However, we know that due to the different teaching levels of various vocational schools, the welding technicians trained are uneven. At the same time, we should also know that training a qualified welding technician (hereinafter referred to as welder) and senior welder is a long-term systematic project, which mainly involves vocational schools and society itself at this stage.
I. Tasks of Vocational Schools
Middle school is traditionally a kind of employment education. Its basic training goal is to enable students to master certain knowledge, have certain professional skills, necessary general skills and certain other professional skills, and form strong post response ability and certain cross-post and cross-occupation ability. Graduates can adapt to certain occupations and find jobs when they go out.
The primary task of vocational schools is to strengthen students' outlook on life and vocational education. Schools should not only teach, but also educate people. We should make graduates not only have a healthy body, but also have a healthy and ambitious pursuit, a correct concept of social division of labor, and be passionate about their work. People have an old idea, from students to parents, that they want to be cadres and engage in scientific research, but they don't want to be workers, including skilled workers and senior skilled workers. We call it "white-collar complex", and feel that being a "white-collar" is beautiful, comfortable and has a high income. Corresponding to "white-collar complex" is "blue-collar phobia". What are you afraid of? I'm afraid of dirty, bitter and tired. When a worker has to sell greasy food, when a worker has to work hard, when a worker has to work for 8 hours. Second, I am afraid that I will not be an official.
In many people's minds, being an official still has a future. Third, I am afraid of losing face and being looked down upon. I feel that when I am a worker, finding a partner has become a problem. Fourth, I am afraid of slow income. A few thousand dollars a month with a senior mechanic is certainly not bad, but it will take years and months! By the time you are forty or fifty, it will be too late. It can be seen that people are not only afraid of being "blue collar", but also "technical blue collar" like technicians and senior technicians are not favored by young people. As a result, young people who need employment, including their families, can't treat themselves or their children correctly. "Sparrows follow swallows" leads students to aim at universities rather than vocational education when choosing education methods, especially unwilling to receive secondary vocational education. As for the students who finally went to vocational school, it was because of J's helplessness that he was too young to do it. Schools should educate and guide students to change this concept. As we all know, Germany is famous for attaching importance to education. In Germany, where education is developed, the proportion of high school graduates who take exams is usually less than half, and the rest become all kinds of professionals needed by society through receiving vocational education. They still hold high salaries, are valued and respected by people, and have high treatment and social status. The goal of German education is not to send all children to universities, because the social division of labor has become more and more refined, and many occupations have higher and higher requirements for the professional quality of workers, such as automobile engineers, business people, data processors, and especially a large number of industrial and technical workers, which are not produced by ordinary universities and need special vocational education and training. Vocational education brings young people skilled skills and a strong sense of professional ethics, and also makes them psychologically hot because of their professional responsibilities. Of course, behind the "white-collar complex" of people in our country, there are still problems such as low treatment of workers as a whole, low social status and imperfect incentive mechanism of enterprises. Fortunately, in recent years, especially this year, the demand for skilled workers in the labor market is in short supply, and the income of "blue-collar" in some fields exceeds that of "white-collar", which is a shock to people's old ideas and will correct their extreme understanding.
All the work of vocational schools is to achieve the training goal, and in the final analysis, it is also for students. However, whether students understand, identify, accept and cooperate with our vocational education concept is the key to the success or failure of our education model. Some students have a vague understanding of enterprise training, lack the spirit of hard work, and some students hate labor and so on. Therefore, vocational schools should educate students on outlook on life, values and morality, strengthen the concept of labor, establish the idea of being an ordinary worker, and closely combine the cultivation of professional ethics with the cultivation of professional ability. At the same time, we should carry out campus culture construction that closely combines the characteristics of vocational education for skilled workers, and take vocational ideological education as the focus of student education.
Secondly, vocational schools should strengthen the construction of welding specialty and teachers. Due to the rapid development of social economy, the course content of welding specialty in some secondary vocational schools does not meet the social requirements, and is generally divorced from society, labor and reality, and does not pay enough attention to employment. As a result, welding graduates have high employment psychological expectations, strong dependence and heavy inferiority, and their psychological quality, knowledge structure and practical ability can not fully meet the social needs, and they are afraid of being dirty, tired and bitter. In this case, it is impossible to train qualified skilled workers. Therefore, the curriculum of welding specialty in vocational schools should be market-oriented and constantly reformed and innovated. By reforming the content of teaching materials, curriculum and educational methods, we can enhance our own vitality, actively adapt to the needs of economic and social development, strive to improve the psychological and technical adaptability of welding students to social needs, and cultivate welding technical talents with good professional ethics and psychological quality.
The core of the construction of welding specialty is to build an adequate and excellent teaching team for welding specialty courses. Teachers are resources. The construction of welding specialty in school depends on the teachers of welding specialty. An excellent team of welding teachers is an important force to train qualified welders. Welding teachers in vocational schools have their particularity. Vocational school is a combined education mode with cultivating students' practical ability as the core, which requires that the teaching of welding specialty is not only the teaching of theoretical knowledge, but also the teaching and training of welding skills. This relationship is reflected in the welding teaching staff, which shows that teachers should have the characteristics of two-way dual-qualification, and vocational schools should have an integrated teaching staff with two-way dual-qualification. Two-way, that is, two-way sources (enterprises, schools) and two-way participation in the world. Double qualifications, that is, having a series of intermediate professional and technical post certificates for teachers and intermediate professional and technical post certificates for welders or above. That is, it can be taught in theory and operated in practice. Integration means that teachers and coaches have both theoretical teaching ability and students' practical operation and training ability. Why are professional teachers required to be able to speak and speak? This is because the standard of whether the trained students are qualified is understanding and coping. You can't dazzle people with it. At present, our school has implemented the integrated teaching mode of welding technology course. Every teaching day, I teach professional theoretical knowledge in the afternoon and go to the welding workshop for practical training in the afternoon, so that the theoretical knowledge in books can take root in practice. In this case, the welding professional teacher can't adjust the appropriate welding current, pick up the electrode holder and can't operate correctly, and can't weld a beautiful and qualified weld, which is Ding Xiao's imagination.
Third, vocational schools should strengthen the construction of productive training places. Teaching itself is a kind of practice, and professional teaching in vocational schools has higher requirements than teaching practice in ordinary schools, that is, professional level and practical ability. In order to enable the welding students who graduated from vocational schools to take up their jobs as soon as they enter their posts, the school should strengthen students' practical work, so that students can skillfully operate various welding equipment for production at school. To achieve this goal, vocational schools should undoubtedly strengthen the construction of production training base, which is the main classroom of welder teaching. According to the requirements of welding structural parts, school production training should be driven by project or task-based production, and the training place and time should be arranged reasonably, so that students can engage in productive welding training in simulated real enterprises, reduce teaching, and promote the effective implementation of combining production with teaching and combining work with study. At the same time, around the welding project or task-based welding production training, we should hire and train welding teachers, develop teaching materials and adjust the curriculum system to actively adapt to the combination of work and study, and train qualified welders who combine theory with practice.
Second, the task of society.
Secondary vocational school students receive welding education for a short time, and the welders trained by the school eventually go to the society and work and receive education for a long time. To make students become qualified welders, senior welders and even welding technicians depends on the continuous training of society or enterprises.
First, enterprises should educate welders to love welding. A person's high sense of responsibility for his work comes from his love for his career. Only by loving the welding work, can we realize the social value and contribution of the welding work we are engaged in, can we integrate our body, mind and emotion into our work, and can we realize a kind of fun, a kind of inner joy, a sense of pride and a sense of accomplishment from the improvement of our welding technology, so as to give full play to our intelligence, keep learning in practice and constantly improve our welding operation level.
Secondly, enterprises should increase investment in welders. Because welding is a special type of work, welder's long-term contact with toxic gas, smoke and arc light is harmful to health and dangerous to get an electric shock; This requires enterprises to care about welders, not only to strengthen the labor protection of welders at work, but also to care about them in life, to stabilize welders, and to let them have no worries and be content with welding jobs. Enterprises should also form the concept of not only using welders, but also cultivating welders. Workers are enterprises, the level of welders has improved, and the technical level and competitiveness of enterprises have naturally improved, which is a win-win result. This requires enterprises to arrange the transfer, help and guidance of high-level masters for new welders, so that they can quickly improve their technical level and adapt to the change of roles; Welders who have worked for a period of time should be willing to train and send some of them out for further study and re-education to become the technical backbone of the enterprise. Let welders feel not only valuable in work and life, but also promising in the future.
Third, enterprises should establish a learning atmosphere of catching up, helping and surpassing. The power of example is infinite. Enterprises should regularly hold technical contests and skill competitions to commend and reward high-tech welders and set an example for welders to learn and catch up. My previous work unit held a young welder technical competition every year, commended the champion in the whole factory, issued certificates, raised his salary, and recommended him to participate in the municipal and provincial technical competitions to stimulate the welder's enthusiasm for learning technology. At the same time, enterprises should widen the wage gap of welders with different technical levels, so as to encourage and urge the vast number of skilled workers to study consciously for their own interests, constantly improve their technical level, and strive to become higher-level welders, thus making greater contributions to enterprises and society.
On welder training in secondary vocational schools;
Electric welding technology is a highly skilled operation, which integrates skilled operation and skills. To master this highly operational technology skillfully, it is inseparable from the guidance of modern scientific and technological theories. Under the guidance of theory, we should strengthen practice, let students operate independently, accumulate experience in continuous training practice, make the operation more in line with the law, and let students carry out welding operation efficiently.
Key words:
Practical Skills Training in Welding Technology Teaching in Secondary Vocational Schools
The training of welding technical ability aims at cultivating and improving hands-on operation skills and forming operation rules in practice, so we should not only pay attention to skill operation, but also pay attention to method guidance. After more than ten years of teaching, according to the characteristics of electric welding specialty, the author gradually summed up a set of professional teaching mode based on the law of skill formation, with strengthening management as the means and training professional and technical personnel as the purpose. This mode can effectively stimulate students' motivation to learn welding technology and improve their skills in practical training.
First, a clear teaching objectives, reform of teaching content
The task of vocational education is not only to impart scientific and cultural knowledge to students, but also to train practical professionals for the society. Therefore, the teaching goal of this major is to cultivate intermediate welder technical talents. The specific requirement is that through the study of electric welding course, students can master welding technology initially, master the methods of arc starting, belt feeding and ending and the welding essentials of various positions, and reach the standards that intermediate technical workers in this industry should know and reach. Therefore, according to the actual situation of the school, a practical teaching plan has been made. In the teaching content, it emphasizes skill-based teaching; In terms of teaching methods, we emphasize intuitive and demonstrative teaching, delete and supplement the teaching materials according to the actual situation, and increase some practical knowledge and the latest scientific and technological achievements related to this major.
Second, follow the law of skill formation and strengthen skill training.
The formation of professional skills should follow the general rules from simple to complex, from easy to difficult and step by step. Based on this understanding, the author rationally optimized the structure of the teaching material and formulated a series of skills training programs from arc starting practice to various strip conveying methods, from simple flat welding to difficult horizontal fixed pipe welding. The whole teaching process can be roughly divided into three stages.
1. Basic skills training stage
The teaching objectives of this stage are: to enable students to master the basic theory and operating norms, to make clear the usage and common troubleshooting methods of AC welding machine, to learn the methods of arc striking, tape feeding and ending, and to master its operating essentials. In this regard, in the teaching, the author adopts the four-step teaching method of intensive teaching, demonstration, practical training and assessment, which truly combines theory with practice. In the process of training, tour guidance, strict requirements, focus on "hands-on" teaching, and correct incorrect postures and methods in time. The key point is: let students master the correct angle of clamping electrode and the method of carrying steel bar in various welding positions. After each welding position, let students continue to practice until they are proficient, so that students can develop good professional habits. The so-called harmony between teaching and doing mainly includes cognition, decomposition and combination.
(1) cognition. In the aspect of welding technology cognition, it mainly refers to the mastery of theory, a comprehensive understanding of operating skills and their difficulties, and a clear understanding of possible safety problems in operation. Although these are all theoretical aspects, but to make students really understand, it is also inseparable from the intensive training of practical operation. In the teaching process, teachers should not only explain, but also combine demonstration operation with students' actual operation to strengthen the comprehensive understanding of the theory, and students should also strengthen theoretical learning and cognition through observation, memory and practice.
(2) decomposition. In the welding process, all actions need to be operated in harmony. But all the movements in the whole process are composed of many detailed movements. In the teaching process, in order to deepen students' understanding of the operation process and master every detail action, teachers need to decompose the whole process action. For example, when teaching "flat welding", the author decomposes the action and conducts corresponding exercises, that is, it is decomposed into arc striking action, strip feeding action, weld transfer connection and weld finishing training.
Practice teaching of arc striking. Arc initiation welding is an important skill in welding, which needs to strengthen students' practice. In this teaching, the teaching equipment used by the author is E4303 covered electrode and 0235 steel plate. Let the students train with rowing and direct hitting, guide the students to observe in practice and analyze the advantages and disadvantages of the two methods. In unit time, the higher the success rate, the more accurate the positioning, and it can also reflect the proficiency of students' arc striking technology.
Practical teaching of cotton sliver treatment. In the teaching of this course, the key is to let students practice the skills of carrying steel bars in welding. Welding skills are very important, and the forming quality of weld surface depends on the high-skilled operation in this link to succeed. This is also one of the most critical skills in welding. All these require students' clear understanding and attention. In this session, students should be clear about the basic movements of the bar. These three movements do not come first, but each movement should run at the same time to improve the coordination of action operation. One action is to feed the molten pool along the center line of covered electrode, and the action should be kept slow. At the same time, it should move gradually along the welding direction and swing horizontally at the same time. The width of the weld should be kept appropriate when swinging laterally, and the arc length should be kept changing during this process. The feeding speed of covered electrode should take into account the melting speed, and it should be kept at a medium speed, not too slow, so as not to produce too long arc length or broken arc; If it is too fast, a short circuit will occur when covered electrode is inserted into the molten pool; If the covered electrode moves too slowly, the weld will not be suitable, the weld will be too wide or too high, and the shape will be uneven. If the covered electrode moves too fast, the covered electrode and the weldment will melt unevenly, and the weld will not be as wide as it should be, and it will be too narrow. In this process, actions should also be coordinated. In the initial training, students' movements will be stiff, which requires a certain degree of perception, and teachers should strengthen guidance. Let students master the essentials, operate smoothly, keep the angle between covered electrode and weldment appropriate, and pay attention to the consistency, stability and coordination of actions.
Practice teaching of welding connection. The most important welding skill is welding connection. If the connection is not good, there will be problems with the joints, so more training is needed. There are four types of welded joints: head-to-tail connection; The tail and the head are connected; Head to head; Tail to tail. These four operations need students' intensive training to really master. In practice, students should master the welding joint technology. Different operations will change the quality of the welding head.
Practice teaching of welding finishing. Mainly train the skills of welding seam ending. Master how to extinguish the arc at the end through training. Generally, there are two ways to finish, one is to finish in circles, and the other is to finish with repeated arc breaks. Ask students to compare the advantages and disadvantages of the two methods in the training process. At the same time, we should give guidance so that students can master the essentials of action, find problems in students' operation in time, and give feedback and correction in time.
(3) combination. After sub-action training, students have a better understanding of the essentials of each action. On this basis, it is necessary to combine the whole process of movements. Through repeated training, students can eliminate rigid movements in repeated training, so that the overall movements can be coordinated and the operational mistakes caused by tension can be avoided. Students can also understand the relationship between each sub-action and the whole action, as well as the important role of each sub-action, so as to understand the influence and role of each sub-action on the whole process. In this session, we can practice in groups. For example, if each person welds four test pieces every day, the teacher should evaluate the students' operation process in time and ask the students to fill in the internship report carefully.
2. Comprehensive training stage
This stage is the comprehensive application of basic skills, and it is also a crucial period for students to form their skills. This stage has a wide range of knowledge and is difficult to teach. Therefore, in theory, the author first summarizes the welding principle of various positions, so that students can master its operation essentials; Technically, take the representative flat welding as a breakthrough, focus on training and strict requirements, and strive to master it skillfully; Secondly, gradually practice horizontal welding, vertical welding, overhead welding and even fixed pipe welding; Finally, practice welding at all positions together. In the choice of steel, it is necessary to practice welding ordinary low-grade steel first, and then practice welding medium carbon steel and stainless steel. At the same time, a competition mechanism of "promoting training by competition and combining competition with training" was established to significantly improve students' skill level.
3. Strengthen skills training stage
This stage is an intensive training stage. Before graduation, in order to let students learn a skill, three types of internships were carried out.
(1) family practice. On holidays, students are required to practice at home or at electric welding doors, observe more, ask more questions and do more work.
(2) Conduct large-scale production practice on campus. Welding anti-theft box, anti-theft door, trolley, basin frame, bunk bed, etc.
(3) Practice outside school. Before graduation, we will lead students to practice in the factory, learn from the old workers in the enterprise, use the advanced equipment in the factory, train students' skills under systematic and large-scale production, and strive to cultivate students into workers with all-round development in morality, intelligence, physique, beauty, labor and technology, which are welcomed by employers.
The training procedures in the above three aspects also follow the cognitive characteristics of students. They acquire rational knowledge through theoretical study, and then use theory to guide practice. On the basis of cognition, students practice welding. These three links are progressive, from theory to practice, and then form new perception and experience from practice, and improve skills in practical training.
In the teaching of welding specialty in secondary vocational schools, teachers must innovate teaching mode according to students' cognitive rules, strengthen comprehensive training of theory and practice, and let students firmly grasp the essentials of each operation link. Teachers should pay attention to stimulating students' enthusiasm for learning, so that students can actively start work and enhance their skills driven by interest.
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