Hydraulic turbine is the core course of power engineering specialty. According to the requirements of the training mode of applied talents, combined with the characteristics of hydraulic turbine course, the reform measures are put forward from the aspects of teaching content selection, teaching method reform, experimental teaching, course design and graduation design to meet the needs of talent training under the new situation.
Keywords: training of applied talents; Hydraulic turbine course; reform in education
Hydraulic turbine course is the main professional course to train high-quality skilled talents such as thermal energy and power engineering (hydraulic direction), power equipment and management of hydropower stations, and operation and management of electromechanical equipment. As a core specialized course, Hydraulic Turbine is both theoretical and engineering. Therefore, the whole hydraulic turbine course is divided into four parts: hydraulic turbine practice, hydraulic turbine classroom teaching, hydraulic turbine experiment and hydraulic turbine design, which are closely related to practice and ensure the teaching quality of the course. At present, due to the diversification of talent demand in China, a large number of high-quality applied talents with solid basic theory, strong practical ability, awareness and ability of technological innovation, who can directly participate in the first-line production of enterprises and solve practical engineering problems of enterprises are needed, which puts forward higher requirements and challenges for the hydraulic turbine course. How to arouse students' enthusiasm, use various teaching methods and means, and explore the requirements of the training mode of applied talents has become a new topic in teaching research.
First, the reform of theoretical teaching
1. Selection of teaching content
Teaching content directly reflects the teaching purpose and training goal, and is the core content of improving teaching quality. Only by adapting to the requirements of personnel training can qualified personnel be trained. The course of hydraulic turbine is professional, practical and systematic, and pays attention to the combination of theory and practice in the teaching process. According to the training requirements of applied talents, the selection of teaching content follows the principle of "strengthening basic theory and highlighting application ability".
The teaching content of hydraulic turbine course focuses on the working parameters, working principle, similarity theory, basic structures and characteristic curves of various types of hydraulic turbines, and the selection and design of hydraulic turbines. With China's hydropower industry entering the modern development period of large power grid, high voltage, large units and high parameters, new technologies and equipment of hydropower stations are constantly applied, and the models and technologies of hydraulic turbines in the original textbooks are outdated, which is inconsistent with the actual situation of enterprises. Therefore, it is necessary to update the teaching content of hydraulic turbine course in combination with engineering practice. For example, the Francis turbine with a single unit capacity of 700,000 kilowatts in the Three Gorges Project and the bulb tubular turbine with a single unit capacity of 57,000 kilowatts in Gong Qiao Hydropower Station in Guangxi have obviously improved their single unit capacity; With the change of power grid requirements, the proportion of pumped storage units and large tubular units in the power grid is increasing.
2. Teaching method reform
The fundamental purpose of teaching method reform is to change students from passive recipients of knowledge to active participants and explorers, and to give full play to teachers' leading role while paying full attention to students' dominant position. It is necessary to create conditions for students to actively participate and guide them to think, explore and discover; Change the meticulous and thorough teaching methods in the past, and encourage students to ask questions boldly and express their opinions.
This course adopts a variety of teaching methods, such as heuristic, discussion, interactive and research-based teaching methods.
(1) Heuristic teaching: In the teaching process of hydraulic turbine course, more live video materials of hydropower stations are introduced, or by establishing teaching models or three-dimensional animation demonstrations, students can intuitively understand the knowledge points of hydraulic turbines; Consciously through the success or failure of engineering cases, inspire students to analyze the reasons through theoretical analysis and literature reading. In the process of teaching, we can also collect rich information, pictures and videos of hydropower engineering at home and abroad to increase students' engineering concept, which is helpful to better understand the basic principles and lay a good foundation for practice.
(2) Discussion teaching: For example, when teaching the relationship between specific speed and turbine performance, according to the formula of specific speed, let students discuss and explore the characteristics of turbines with different specific speeds, so that students are interested and the classroom atmosphere is active.
(3) Interactive teaching: change the teaching mode of teachers' "centralized teaching" and take various measures to guide students to actively participate. In classroom teaching, students are encouraged to ask questions, answer questions and discuss on an equal footing, so that students who are active in thinking and speaking can be properly reflected in their academic performance, making classroom teaching colorful, full of fun and attraction. For example, when teaching the basic equation of impulse turbine, how to use the basic equation of impulse turbine to deduce it, students should use their brains to talk first, and the teaching effect is very good.
(4) Research-based teaching: The research-based teaching method has only been tried in recent two years, and it is more suitable for students with good foundation and strong consciousness. For example, teaching the content of "Cavitation and Cavitation of Hydraulic Turbine" allows students to find information about suction height and cavitation in various ways, which requires a small amount of submission and stimulates students' interest in research-based learning.
(5) Teaching of integrating theory with practice: teaching the development trend of hydraulic turbines, and teaching the application characteristics of hydraulic turbines in different regions of China in combination with the modern development period of large power grid, high voltage, large units and high parameters.
Second, the reform of practical teaching
The course of hydraulic turbine is very practical and professional, including many practical links such as in-class experiment of hydraulic turbine, practice of hydraulic turbine (including cognition practice and production practice), design of hydraulic turbine (including course design and graduation design). Make full use of these teaching practice links to help students get familiar with the structural layout of hydropower stations and turbines. Match the structure of the book with the actual equipment, and turn the "plan" in your mind into a "three-dimensional". ? 1. Change ideas and highlight the position of experimental teaching.
Strengthening practical teaching and paying attention to the cultivation of students' practical ability is one of the remarkable characteristics of applied undergraduate education. The change of concept contains two meanings: on the one hand, it has realized the change from basic cognitive experiment and confirmatory experiment to innovative and comprehensive experimental guiding ideology. On the other hand, it is to change the teaching idea and teaching arrangement that focuses on theoretical teaching and supports theory with practice, and adopt the teaching idea of "taking ability training as the core, taking practice teaching as the main line and theoretical teaching as the support". In order to highlight the status and role of experimental teaching, the following measures can be taken:
(1) Increase the proportion of experimental class hours and increase the experimental content.
(2) Make full use of the laboratory.
(3) Attach importance to Industry-University-Research base and further carry out comprehensive design experiments.
2. Strengthen curriculum design and graduation design.
(1) course design. As an important teaching link of engineering specialty, curriculum design is to realize the comprehensive training of students by independently completing projects under the guidance of teachers. The course design of hydraulic turbine is the continuation and supplement of this course, and it is the basis and calculation method of systematic application of this course. Through the course design, we can consolidate and deepen the understanding of the knowledge learned in the course of "Hydraulic Turbine", integrate theory with practice, improve students' ability to work independently, cultivate students' ability to solve practical technical problems with theoretical knowledge, and lay the necessary technical foundation for the selection, design and preliminary design of hydropower stations in the future. In design, not only many design principles and methods are involved, but also many practical knowledge and skills are involved. Through design, students' ability to analyze and solve practical problems independently by using the theoretical knowledge learned in the course is cultivated.
(2) Graduation design. Graduation design projects have practical projects directly from cooperative units. Due to the characteristics of planning, construction, design and manufacturing of hydropower projects, many practical projects can be provided for students to participate in the design of sub-projects, so that students can make full use of the basic theories, basic knowledge and basic skills they have learned to get opportunities to solve practical problems, and students with strong learning ability can participate in scientific research experiments and scientific and technological product development activities. Through the demonstration of examples, the implementation of outward bound training, access to comprehensive practical training. Under the guidance of teachers in schools and employers, students can quickly enter the role, flexibly, correctly and comprehensively apply the basic theories and professional knowledge they have learned, and cultivate their engineering ability.
(3) Attach importance to practice. Practice is a bridge between students and practical engineering. Grasping all kinds of practical teaching will help students to be familiar with the structural arrangement of hydropower stations and turbines. On the basis of the original practice, the practice content is refined, which is divided into cognitive practice, steam turbine generator set manufacturing practice, steam turbine generator set maintenance practice, steam turbine generator set installation practice and so on.
Cognition practice enables students to gain perceptual knowledge of various equipment in hydropower plants and understand the composition of hydro-generators and their auxiliary equipment and speed regulating equipment. To prepare for the course of hydraulic turbine.
The manufacturing practice of hydro-generator sets enables students to understand the structure, manufacturing technology and technology of hydro-generator sets.
The maintenance practice of hydro-generator sets not only enables students to understand the maintenance technology and calculation of the main parts of hydro-turbines, but also the assembly technology of the units. Further familiar with the structural composition of hydraulic turbine parts and master the working principle of each mechanism of hydraulic turbine; Understand the causes of sediment erosion and cavitation of hydraulic turbines, understand the repair methods, technical measures and quality requirements, and master the analysis and treatment methods of common faults of units. At the same time, the students learned the operation rules of hydropower station maintenance and safety production rules, and mastered the formulation of maintenance plan, process operation and production organization management of hydraulic turbine units.
The installation practice of hydro-generator set enables students to understand the basic technology of hydro-generator set installation, master the installation procedures and technical requirements of hydro-generator set, and measure, calculate and adjust the axis of the unit.
Third, summary.
The training mode of applied talents focuses on cultivating students' application ability and engineering consciousness. Curriculum reform based on the training mode of applied talents involves the orientation of service field and the definition of talent training level, and the teaching reform follows the principle of "foundation, application and practicality". Incorporate industry and enterprise elements, and pay more attention to students' practical ability, innovation consciousness and engineering consciousness. How to train students to become applied senior talents with application ability and engineering practice ability needs further exploration and research.
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