Work plan for this semester

1. Routine work: theoretical study, textbook guidance, research class, textbook compilation, and lecture guidance. (You can participate in the basic skills competition of the research class)

Two or three activities (each young teacher hands in a video lesson, a classroom teaching design and a paper. This work is organized by each discipline, each with an award, and stamped with the seal of the Teaching and Research Examination Center)

Classroom teaching design format

1. Guiding ideology and theoretical basis. (Refer to the senior high school technology curriculum standard-general technology part; Integration theory; Outline of basic education curriculum reform)

2. Analysis of teaching background (analysis of teaching content and students' situation)

3. Description of teaching methods and means.

4. Technical preparation.

5. Teaching objectives (knowledge and skills, processes and methods, emotional attitudes and values).

6. Teaching flow chart.

7. Teaching process (both written and formal)

8. Teaching effect evaluation design (evaluation content, evaluation subject and evaluation method)

From June to February, 3.5438, the District Education Committee organized the teachers in the whole district to observe the "classroom teaching methods". By choosing two of the six learning methods proposed by the Basic Teaching and Research Center (inquiry learning, cooperative learning, integration of information technology and subject teaching, experiential learning, lecture teaching and moral education infiltration), various subjects were displayed in the observation activities.

Four, the District Education Committee organized the "information technology and subject teaching integration" basic skills competition.

In June, 1. 1 1, each school reported the list of participating teachers in proportion.

2. Teachers recommended by schools answer questions online (the questions include education and teaching theory and information technology knowledge). Such as: research on special lesson cases under the new curriculum and new curriculum standards)

3. The selected teachers hand in lesson plans and courseware.

4.65438+February organized teaching demonstration activities with courseware.

Introduction of several learning methods

First, the integration of information technology and subject teaching

1, information technology

Information technology refers to the technology of obtaining, transmitting, processing and applying information by applying the principles and methods of information science, which covers microelectronics, computer technology, communication technology and sensing technology and becomes a comprehensive technology and method system. In the practice of primary and secondary education, it generally refers to modern information technology based on multimedia computer technology and network technology.

2. Integration of information technology and subject teaching

The main meaning of "integration" is combination, fusion, integration, reintegration and so on. The integration of information technology and subject teaching and learning refers to a new teaching and learning method that organically combines information technology, information resources, information methods, human resources and course content to complete the course learning task in the classroom teaching process.

3. The form of "integration of information technology and subject teaching"

(1) information technology as a demonstration tool

This is the initial form of information technology used in subject teaching, and it is also the level of most basic education and higher education at present.

Teachers can use ready-made computer-aided teaching software or multimedia material library to choose appropriate parts to use in their own explanations; You can also use Powerpoint or some multimedia production tools to make comprehensive use of various teaching materials, write your own presentation or multimedia courseware, clearly explain the structure of the explanation, vividly demonstrate some incomprehensible content, and also show the dynamic change process with charts and animations. Help students understand what they have learned.

Instructional design can follow the following steps.

(1) According to the traditional way, prepare lesson plans first;

(2) According to the level of lesson plan content, use Word and PowerPoint to establish courseware pages.

(3) Make courseware and save it for later use.

Compared with the traditional teaching method, this teaching method has been obviously different. It uses information technology in classroom teaching. In this way, through reasonable design and selection, the computer not only replaces the traditional media such as slides, projections, chalk and blackboards, but also realizes its functions that cannot be realized.

(2) Information technology provides resources

Using information technology to provide resources is to break through the limitation that books are the main source of knowledge, enrich closed and isolated classroom teaching with various related resources, and greatly expand the amount of teaching knowledge, so that students can not only learn the contents of textbooks, but also broaden their horizons and see a hundred schools of thought contend. Students either collect materials on their own school's internal website or on the Internet. The content collected may be the learning task assigned by the teacher, or it may be all kinds of information needed for your own study. The assembly time can be in class or after class.

Instructional design can follow the following steps.

First, be familiar with the content of the textbook, make clear the key points and difficulties of the textbook, and prepare the teaching plan in the traditional way;

(2) according to the teaching design to determine the relevant information of teaching needs.

(3) Internet query related information (text, data, pictures, etc. ) and download related content; After comparative screening, determine the content that needs to be supplemented.

(4) Organize the required resources, save them in specific folders or make them into internal websites, or record the websites and search engines where relevant information can be found for future use.

The remarkable advantage of this stage is that students can realize multi-level understanding of things in the process of screening a large amount of information. Students can gain more knowledge in an effective time.

(3) LAN teaching

In the network technology environment, according to the requirements of the course objectives, the course content is made into a web page, forming a distributed course learning resource with nonlinear and network structure, thus integrating the course resources with text, graphics, images, animation, sound, video and other forms of expression and different learning characteristics (such as textbooks, exercises, reference materials, demonstration experiments, etc.). ) into a complete teaching system.

In class, students can decide their own learning order and learning time, and teachers and students can also communicate and learn through BBS, email, chat rooms and other channels on the Internet. This kind of network teaching based on network environment embodies the characteristics of large amount of teaching information, strong interaction, real-time and non-real-time coexistence. (For example, the following instructional design)

Chapter III: Installation of Indoor Lighting Circuit 4 Fuses and Their Installation

I. teaching material analysis

The content of the chapter "Installation of Indoor Lighting Circuits" is closely related to the actual life, paying attention to practice and highlighting practicality, which is complementary to the section "Composition of Family Circuits" in junior middle school physics.

The teaching content of this section includes four parts: 1, the types and functions of fuses; 2. Specification and selection of fuse; 3. Install ordinary fuses; 4, fuse replacement and matters needing attention. The arrangement of teaching content is interlocking, which conforms to the cognitive law of students and the development law of things.

In the teaching content, the selection process of fuse needs simple calculation, which is closely related to the calculation of electric power in physics, so there is no need to emphasize it too much in teaching. The terminals of fuses are "pinhole type" and "screw crimping type". The specific wiring requirements have been mentioned in the first section of wiring, and no detailed explanation is needed.

Through the above analysis, it can be determined that the focus of this teaching content should be the installation technology of fuses.

Second, the guiding ideology and theoretical basis

The teaching of this course tries to embody the outline of national curriculum reform: "Change the present situation of over-emphasizing receptive teaching, rote learning and mechanical training;" Cultivate students' spirit of active participation, willingness to explore and hard work; Cultivate the ability to collect and process information, acquire new knowledge, analyze and solve problems, communicate and cooperate. "the goal.

Third, the teaching form:

The teaching organization of this class adopts the form of group cooperative learning (4 ~ 6 people form a study group). The composition of group members is based on the heterogeneity of voluntariness and ability, and is decided by teachers.

The learning form of this course adopts the combination of network theme inquiry learning and experimental experiential learning.

Fourth, teaching tools:

Computer (network connection is intact) 1 teacher computer; There are eight student computers. 8 screwdrivers; 8 wire stripping pliers; Eight side cutters.

8 porcelain fuse boxes; 8 knife switches; Conductor (single copper conductor); Fuses of different specifications; Experimental circuit board

Five, teaching objectives:

Knowledge and skills:

1. Understand the function of fuse (fuse box) in household circuits.

2. Understand the types of common fuses in life.

3. Understand the specifications of commonly used fuses.

4. The fuse will be installed correctly.

5. Correct selection and replacement of fuses.

Process and method:

1. Understand the common fuse types and fuse specifications through network survey.

2. Through practical operation, master the installation method and related skills of fuse preliminarily.

Emotions and attitudes:

1. Cultivate students' awareness of safe use of electricity by teaching the role of fuses in household circuits.

2. Cultivate students' rigorous and pragmatic attitude through the practice of installing fuses.

Six, teaching focus and difficulty:

The teaching emphasis of this section is: the installation of fuse; Selection of fuse.

The teaching difficulties in this section are: the installation of fuse; Correct selection of fuse in connection with practice.

Seven, the teaching process:

Design and explanation of teaching web page

4. Problems that should be paid attention to in the integration of information technology and subject teaching.

(1) prevent formalism and adhere to the principle of efficiency (make the syllabus into slides, tell a question and give a topic; Input the contents of the textbook into the computer for students to study online; There are ready-made teaching models, but they are scanned into the computer for students to observe for themselves. It's all formalism

(2) to prevent the tendency of technicalization and adhere to the principle of moderation (teachers use a computer to connect the big screen, forming a field effect in classroom teaching, and the teaching effect is very good. You don't need one person and one machine. )

(3) Be creative and advocate the diversification of teaching and learning (it is practical for students to find information through search engines in groups after class, make slides and show them in class). But if you do this often, Keke will have some problems, such as time and equipment)

Second, inquiry learning.

1. Explore: Learn something through careful investigation.

2. Inquiry learning: A learning method in which students acquire knowledge and skills, develop their abilities and cultivate their emotional experience through various forms of inquiry activities based on questions or tasks.

3. The general process of inquiry learning

(1) Determine what to explore (explore what)

(2) Design an inquiry scheme (how to inquire) (3) Carry out inquiry, conduct experiments, investigations and interviews according to the requirements of the inquiry scheme, record the phenomena generated in the experiment in detail, and sort out the obtained data.

(4) Exploratory research: analyze, discuss and comprehensively study the collected evidence related to exploratory issues, and draw a conclusion.

(5) Evaluation communication, in which learners verify and correct their own explanations or improve their works through expression and communication.

4. The teaching mode of inquiry learning.

(1) experimental inquiry type: ask questions-guess hypotheses-design experiments-conduct experiments-collect evidence-explain conclusions-communicate and evaluate.

(2) Investigation and demonstration: ask questions-form ideas-make plans-consult materials, collect data-analyze and demonstrate-draw conclusions.

5. Improved inquiry-based teaching mode (lesson plan format) integrating traditional teaching methods.

Basic links: teacher activities and student activities.

Ask questions and create situational awareness learning.

Analysis Hypothesis of Target Orientation Heuristic Guidance

In-depth exploration of supervision and verification communication

Form new knowledge, summarize and reflect on evaluation.

Expand the display of new knowledge and guide application development.

6. Problems that should be paid attention to in research-based learning.

(1) Inquiry learning does not directly draw conclusions from teachers and then verify them through experiments. Instead, let students draw their own conclusions in various inquiry activities, so as to participate in and experience the process of knowledge acquisition.

(2) The problem to be explored cannot be unfathomable, and it must be solved through students' observation and scientific knowledge obtained from reliable channels. It is not appropriate to ask such questions as how the global climate will change in the future 100.

(3) Some students will be at a loss when they are engaged in autonomous inquiry learning, and it is easy to produce ineffective learning, so teachers should strengthen guidance.

Third, experiential learning.

1. Experience: Experience is a psychological activity that teenagers experience personally in practice. It refers more to emotional activities and is an emotional experience and feeling. Experience also refers to personal experience. Experience the formation process of knowledge and skills from personal experience.

2. Experiential learning: generally refers to the way that learners participate in practical activities and acquire new knowledge, skills and attitudes through cognition, experience and perception.

In the United States, when consumers walk into the "rainforest cafe", they will first hear a hissing sound, then they will see the fog rising from the rocks, and their skin will feel the softness and coldness of the fog. Finally, consumers can smell the tropical atmosphere, taste delicious food and be moved. "Rainforest Cafe" is a successful example of continuous use of five sensory stimuli. The more senses involved in the experience, the easier it is to succeed and the more unforgettable it is. )

3. The basic characteristics of experiential learning

(1) Activity: Experiential learning is based on learners' participation in practical activities, and activities are the carrier of experience. Different activities and contents will bring different psychological experiences to learners.

(2) Autonomy: Experience is always closely linked with individual self-awareness, and experience is direct and self-centered. No one can replace it.

(3) Generativity: Experience is a kind of personal experience and a process of experience accumulation. As a learner, if there is no experience, the perception will not be profound and cannot be internalized.

(4) Comprehensiveness: The goal of experiential learning is not always emotional. Learners' learning process, learning methods, learning results, interpersonal environment in learning, learning value, and even social and life experiences are all the contents and objects of experience.

4. Experience in labor technology

Because of the practicality of labor technology course and the emphasis on technical design, most classroom teaching has the characteristics of experiential learning. For example, in the process of cultivating and managing plants, you can experience the hardships and fun of labor. When making works, you can personally experience the smooth interaction and harmony between the technical practice center, eyes and hands, and truly feel the pleasure of creating beauty interwoven with simple and fresh techniques and materials. When you appreciate the work, you can feel the way to design the work. In the process of designing and installing the circuit, you can get a sense of accomplishment in learning technology.

Fourth, cooperative learning.

1. Cooperative learning: Cooperative learning refers to mutual learning with clear division of labor for students to accomplish the same goals and tasks in groups or teams.

2. The implementation process of cooperative learning

(1) Grouping: Generally speaking, a group consists of 4-6 people. At present, most schools adopt heterogeneous grouping (the learning ability, interest and personality of group members are different).

(2) Division of labor: Each member should be given specific responsibilities in the group. For example, the "host" should be responsible for the process of group learning and arrange the order of speeches; The "recorder" should record the process and results of group learning; The "inspector" should check the learning situation of the group members and ensure that each member has completed the learning task ... In order to cultivate students' abilities in many aspects, the group members can exchange the division of labor regularly.

(3) Develop appropriate group cooperative learning objectives. In the process of cooperative learning, team members should not only strive to achieve their personal goals, but also help their peers achieve their goals and complete the same learning tasks through mutual cooperation.

(4) Cooperative learning: group members teach themselves, and under the coordination of the "moderator", students express their opinions in turn. If everyone's opinions are still inconsistent after the argument, it will be recorded by the "recorder" and submitted to the whole class for discussion in the group report. Teacher guidance: Teachers go deep into study groups, participate in students' learning activities, guide students in cooperative learning, pay attention to monitoring the process and quality of cooperative learning at any time, and help students master the methods of mutual cooperation and communication.

(5) Incentive evaluation: When evaluating the cooperative learning in groups, "group cooperation performance" is the main index of evaluation. Including: differences among group members, rationality of division of labor among group members, ways of cooperation among group members, participation of group members, forms of collective research activities and individual contributions to collective learning. Teachers should explain the incentive evaluation indicators to students and guide students to evaluate the situation of group cooperative learning regularly. (For example, the following example)

Design and make desk lamps.

A class of students investigated the needs of students in our school. After the class discussion, it is decided that each group will design and make a desk lamp for study. The design requires proper size, convenient use, safety, reliability, good stability and low cost, and it is stipulated to be completed within two weeks.

The students in the first group visited all kinds of finished table lamps displayed in the store, consulted the pictures of the trend of table lamps in the library, and learned about all kinds of materials that might be used to make table lamps. Then, they designed several schemes and compared them repeatedly, and finally chose a design scheme of dimming desk lamp.

The group assigned work. Bao Xiaolong and Huang Yu are in charge of the circuit. They draw circuit diagrams, collect light bulbs, lamp holders, rheostats, wires, switches and other circuit components, and conduct experiments. It is found that although the light intensity can be adjusted, the rheostat will heat up and break down easily after long use. Inspired by the teacher, they learned the knowledge of SCR, and used SCR instead of rheostat, and achieved satisfactory results. Wang Fangfang and Zhang Ming make lampshades. According to the size in the sketch, they first made a shelf with iron wire, and then fixed the patterned plastic sheets on the shelf to make a beautiful lampshade. The other students' task is to make lamp holders, and the material they choose is wood. They first draw a processing pattern, process it with woodworking tools such as saws and drills, and then polish, glue and color it. After all the parts are finished, we assemble them together and test them. The results show that everything is normal and meets the design requirements. In order to make the desk lamp more beautiful, some students also added some decorations to the lamp holder.

The second group makes fluorescent lamps. They use bamboo tubes as lamp holders. After the test, it was found that the stability of fluorescent lamp was not good because of the long tube, light bamboo tube and desk lamp. In order to solve this problem, they added a counterweight to the lamp holder to keep the table lamp balanced.

Two weeks later, the whole class held a summary meeting. Each team reports its own team's design summary report and shows the results. Each group has its own characteristics, some lamps can be remotely controlled, some lamps have multiple functions (such as thermometers or small clocks), and some lamps are made of waste materials.

Everyone decided to hold a light show for the school. In addition to their own works, they also showed all kinds of collected information about the history of lighting development and the style of table lamps, including photos, newspaper clippings, videos and so on. The light show also carried out publicity on safe use of electricity, saving electricity and protecting eyesight.

Five, the teaching method of teaching

Teaching method is a way for teachers to systematically impart knowledge to students through oral language. It is a method of imparting knowledge from the perspective of teachers' "teaching"; From the perspective of students' "learning", it is an acceptable way of learning.

1. The inevitability of the existence of teaching methods

"As long as there is classroom teaching, teaching methods cannot be abolished." It can be said that all other teaching methods, including the use of modern teaching methods and the intervention of multimedia, are inseparable from the teacher's "speaking".

Students' self-study ability is restricted by the original knowledge. When they know little about what they have learned, if they only rely on their own self-study, the teacher's inspiration and classroom discussion, the effect will be greatly reduced, and they must rely on the teacher's "speaking" to guide them. No matter how strong the students' self-study ability is, their knowledge is still limited. Some contents are difficult for students to understand without the teacher's "speaking". Although students are active in thinking, they lack the breadth and depth of knowledge. Teachers' "speaking" can expand the breadth and depth of students' thinking. "Say" can be divided into content and form, namely "what to say" and "how to say it". In teaching, teachers should not talk about what students already understand; What students don't understand, the teacher should explain thoroughly. Only by highlighting key points, breaking through difficulties, clarifying doubts and pointing out the connection points of knowledge can students internalize basic knowledge and use it to seek new knowledge.

2. Principles of teaching methods.

(1) Inspirational principle: Teachers should be good at asking questions, solving doubts and doubts during lectures, so as to stimulate students' desire for knowledge, arouse students' positive thinking activities, and let students listen, think and remember while giving lectures.

(2) Intuitive principle: Teachers should use intuitive teaching AIDS, objects and pictures to increase students' perception efficiency and enable students to understand concepts and master principles.

(3) infectivity: touching students' true feelings while transmitting knowledge and cultural information.

Senior High School Technology Curriculum Standard-General Technology Part

First, the basic concepts of the curriculum

(1) Pay attention to the development of all students and strive to improve their technical literacy.

Technical courses in ordinary senior high schools belong to the category of general education, which aims at improving students' technical literacy and is a compulsory course for senior high school students. General technical courses must be geared to all students, and opportunities and conditions must be provided for each student to expand their learning experience in technical education and exercise their right to education. We should give full consideration to the differences of high school students in hobbies, life experiences, regional characteristics and cultural background, encourage diversity and selectivity in courses, teaching materials, teaching and evaluation, meet the different needs of different students, and promote their personality development.

The general technology course should avoid mechanical and single skill training, emphasize the unity between students' skill formation, thinking method mastery and cultural understanding, and pay attention to the development of students' general ability while expanding their technical ability.

(2) Pay attention to the development of students' creative potential and strengthen the cultivation of students' practical ability.

High school students are in an important stage of creativity development, and their imagination, logical thinking and critical spirit have reached a new level. In learning activities, we should encourage students to imagine, doubt and criticize, and create a democratic, positive and enterprising learning atmosphere; We should make full use of the content carrier of general technology courses, cultivate students' interest in learning and stimulate their creative desire; Through technical design, technical experiments and other activities, students' exploration ability, innovative spirit and courage are cultivated, so that students' creative potential is well guided and effectively developed, and their practical ability is further developed.

(three) based on science and technology and social vision, strengthen humanistic quality education.

In contemporary society, the relationship between technology and science and society is getting closer and closer. General technology course should make students understand the connection and difference between technology and science and their important role in social development and human life through specific technical practice, so as to deepen students' understanding and broaden their horizons. At the same time, we should attach importance to the rich humanistic factors contained in technology, and naturally integrate them into the teaching of technical courses to nourish students' minds and enhance their cultural taste and humanistic quality.

(D) Close contact with the actual life of students, and strive to reflect advanced technology and advanced culture.

Technology is constantly developing and changing, with a distinct imprint of the times. The course of general technology should be closely linked with students' real life, and the course content should be carefully selected, emphasizing not only the foundation, universality, but also the advanced nature. Attention should be paid to extending from the technical content that students are exposed to in real life to modern technology and high technology, so that students have the opportunity to understand the new achievements and future trends of technological development in modern industrial and agricultural production and daily life; While mastering basic knowledge and skills, students should be able to get in touch with the latest development achievements and technical information they can understand, so as to appreciate the internal motivation and cultural significance of technological development and enhance their understanding of contemporary advanced technology and its culture.

(5) Enrich students' learning process and advocate the diversification of learning methods.

The process of students' technological learning should be a process of actively constructing knowledge and constantly expanding their abilities, and it is also a dynamic, exploratory and lively activity process. In this process, students are the main body of learning, teachers are the guides and helpers of learning activities, and they are also close friends of students. In the process of curriculum implementation, students' learning activities should be carefully designed and organized according to their actual conditions. According to the law of students' physical and mental development and the characteristics of technical learning, we should guide students to adopt various learning methods such as autonomous learning, cooperative learning and online learning, and promote the improvement of students' inquiry ability, the formation of positive emotional attitudes and values, and the development of lifelong learning ability.

Second, the curriculum objectives

The curriculum of general technology in senior high school is based on nine-year compulsory education, with basic, extensive and highly relevant technical content as the carrier, aiming at further improving students' technical literacy and promoting their all-round and personalized development.

Through the study of this course, students will further broaden their horizons of technology learning, learn or master some basic knowledge and skills of general technology, and master the general ideas and methods of technology and its design; Have the ability to explore technology, apply technical principles to solve practical problems and learn technology for life; Form and maintain interest in technology and desire to learn, have a correct view of technology and a strong sense of technological innovation; Form the habit of using technology actively, responsibly and safely, develop initial technical ability and certain career planning ability, and lay the foundation for meeting future social challenges, improving the quality of life and realizing lifelong development.

While achieving the above goals, the general technology curriculum in senior high schools pays attention to the cultivation of students' innovative spirit and practical ability, and the following aspects, forming a unique pursuit of goals: understanding, applying, improving and making decisions about technology; The expression of ideas and the ability to turn ideas into business plans; Knowledge integration, application and materialization ability; Creative imagination, critical thinking and problem-solving ability; Ability to understand, evaluate and select technical culture.

Knowledge and skills

1. Understand the essence, development history, some latest technological achievements and their applications in life and production, correctly understand the positive and negative impacts of technology on people's daily life and society, and have the basic skills to correctly use some commonly used technologies in life.

2. Understand the basic knowledge of technical design, master the general procedures and basic skills of technical design, and understand its application in daily life and industrial and agricultural production, so as to comprehensively evaluate the process, scheme and achievements of technical design.

3. Be able to understand the general concepts of structure, system, process and control from the perspective of technical design, and understand the basic knowledge of simple structure design, system design, process design and control design, as well as the internal relationship and wide application of these knowledge with daily life and industrial and agricultural production.

4. Understand the types and applications of technical languages, be able to draw and read some simple technical drawings, and be able to communicate with several commonly used standardized technical languages.

5. Be familiar with the performance and processing methods of some commonly used materials, select materials and tools according to the design requirements, and make products or models according to the design scheme.

6. Have preliminary technical test operation skills, be able to conduct basic technical tests and technical indicators measurement, and be able to write simple technical tests and technical test reports.

(2) Process and method

1. After identifying people's needs and desires as technical problems worth solving and forming a design scheme, I initially learned to put forward and solve problems from a technical point of view, put forward solutions from multiple angles, and developed the ability of critical thinking and creative imagination.

2. Through the process of realizing or transforming the technical scheme into a product, preliminarily learn the manufacturing, assembly and debugging methods of the model or product. Experience the complexity and creativity in the process of concretization of thought and scheme, and develop practical ability.

3. Experience the process of communication and evaluation in technical design, learn some methods of technical communication initially, and develop the ability of technical expression and evaluation.

4. By observing, assuming, installing, testing, debugging, measuring and other simple technical test processes, learn simple technical test methods, understand the role of technical test in technological invention and innovation, and form a preliminary technical test ability.

5. Experience the process of applying the basic knowledge of structure, process, system and control to technical practice, initially master the basic ideas and methods of structure, process, system and control, comprehensively apply the learned knowledge and skills to solve some practical problems, and cultivate innovative spirit and the ability to integrate theory with practice.

6. After a typical process of technology design, production and evaluation, I have mastered the basic technology learning methods and technology inquiry methods, and have the initial ability to participate in technology activities and use technology and its products, and developed the ability of technology decision-making, innovation and lifelong learning.

(3) Emotion, attitude and values

1. Form and maintain the sensitivity and desire to explore technical problems, appreciate the mystery and magic of the technical world, pay attention to the new development of technology, have a positive attitude towards technology and a sense of correct use of technology.

2. Be familiar with the qualities necessary to engage in technical activities, be able to participate in technical activities safely and responsibly, have a good attitude of cooperation and communication, and develop good qualities such as rigor, trustworthiness, responsibility, diligence and enterprising.

3. Experience the hardships and twists and turns in the process of solving technical problems, have the courage and determination to overcome difficulties, cultivate indomitable will, and feel the joy brought by solving technical problems and obtaining labor results.

4. Understand the creative characteristics of technology, form an attitude of seeking truth from facts and striving for perfection, and cultivate the personality quality of being imaginative, good at criticism, daring to express individuality and being brave in innovation.

5. Understand the cultural and artistic characteristics of technology, have an international vision and global awareness of technical issues, and have a certain ability to understand and choose technical culture.

6. Understand the relationship between science and technology and society, enhance the concept of labor, and be enterprising and entrepreneurial. /TD & gt；