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Research Paper on Teaching Reform of Elevator Installation and Debugging Course
Research Paper on Teaching Reform of Elevator Installation and Debugging Course

In the teaching of elevator installation and debugging course, the course system based on working process takes students' professional ability as the core, project-driven as the leading factor, enterprise post demand as the carrier and typical work tasks as the basis. Action-oriented comprehensive teaching module to cultivate students' interest in learning. Taking the teaching reform of the elevator installation and debugging course of elevator engineering technology specialty as an example, this paper expounds the development ideas and implementation of this course field, and explores the teaching reform practice of the overall design of the course, so as to improve students' quality and ability.

Keywords: elevator installation and debugging; Based on the working process; reform in education

Elevator installation and debugging course is a core course of elevator specialty, and it is also a compulsory course to obtain the certificate of special equipment operator (elevator operator). Elevator installation and debugging, as a professional core course, naturally becomes the first choice course for teaching reform. This course is characterized by strong practicality and close contact with elevators. According to the requirements of post knowledge, skills and professional quality, based on real work tasks, the action-oriented teaching design project is implemented, and the teaching mode of teaching, learning and doing is established step by step, so that students can have comprehensive professional ability to solve first-line practical problems.

First, the basic concept of overall teaching design

The development of teaching project is to extract vocational skills as the training goal of vocational education on the basis of analyzing the post skill demand of enterprises, so that the teaching goal is directly consistent with the post skill demand of enterprises. For the teaching of a course, the teaching design of the course should be carried out at two levels: macro-whole and micro-unit. It is necessary to design and optimize the course teaching from the perspective of the connection of each unit. The teaching mode with students as the main body and projects as the carrier allows students to "learn by doing" and cultivate their comprehensive professional ability. This course sets up 10 teaching situations around elevator installation, debugging, operation and maintenance. In the six-step learning situation teaching organization of information, analysis, decision-making, implementation, inspection and evaluation, students' working attitude, professional ethics, teamwork ability and communication ability have been gradually cultivated.

Second, the six-step implementation method based on the working process teaching mode

1. information

Teachers assign tasks to students through the World University Town, and students can find information on the Internet according to the tasks of guide rail installation, or learn about the whole process of guide rail installation through video or animation courseware. Let the students know the actual installation method of this project in elevator enterprises, and what is the significance of doing this project, and then carefully read the guide rail installation materials given by the teacher to the students. This greatly condensed the students' attention and improved their interest in learning.

analyse

According to the knowledge points related to the project, in the form of courseware teaching, let students understand and master. After the explanation, you can also play the video of guide rail installation, so that students can master the installation order more skillfully. Students should also participate in the process of teacher's explanation. Students discuss the steps of installing the guide rail according to their own ideas. Students accept the task of the project, analyze and think about the installation scheme by themselves according to the control requirements of the project, and then discuss their respective schemes in groups of 6 and make feasibility analysis. In this link, students experience the process of collecting information, making plans and implementing plans in project teaching.

Make a decision

The class is divided into six groups, each with about 6 people, and each group chooses its own leader. The captain assigns specific tasks suitable for each student according to this project. The time of each project task is determined by the teacher, and the report time is reserved, and the rest time is dominated by each group leader. The project team makes the project completion plan according to the responsibilities of the department and the task requirements of project teaching. Including the executor of the project task, the completion time of the task, the method of completing the task and the content of the task. Each project task requires the participation of all staff, and the team leader decides the division of labor by himself, such as searching for information, sorting out information, confirming reports, etc. Students design discussion, plus teacher's courseware demonstration and on-site simulation. This not only cultivates students' ability to think and solve problems independently, but also cultivates the spirit of teamwork.

implement

In the process of project implementation, always pay attention to safety first. The teacher first focuses on the installation steps, especially let the six team leaders master the installation sequence of the guide rails, and then install the guide rails in groups. The team leader assigns specific tasks according to the situation of each member. The team leader is also a safety officer, so pay attention to safety. At the beginning of practical operation, students are the subject of the whole process. Students can learn from each other, help each other, give full play to collective wisdom, explore and learn in specific operations, and cultivate students' ability to explore independently and learn from each other. At the same time, they can impart what they have learned to their classmates intuitively and effectively, deepen their impression, and the teacher will guide and supervise them, thus changing the blind cramming teaching. In the course of curriculum implementation, both students and teachers have enriched and improved their professional quality and industry knowledge, which provides convenience for students' future employment.

check

After the completion of the project, the team will check by themselves first, check the specific dimensions of the installation of the guide rail with tape measure, level gauge and magnetic hanging hammer, check whether the guide rail bracket is horizontal, and check the verticality of the guide rail with magnetic hanging hammer. The captain recorded the results of the inspection, and then cross-checked each other in pairs. The inspection method is the same as your own. The captain also records the results, and everyone gives them to the teacher. Teachers are divided into six groups, and the most typical group is selected to check the results again.

Step 6 evaluate

It emphasizes the importance of standardized operation and safe and civilized production, which consists of three aspects: students' self-evaluation, group mutual evaluation and teachers' general evaluation. In this way, students' self-evaluation is to grade their own work process as required, and students also have a sense of accomplishment in their own works; Group mutual evaluation, increase the authenticity and reliability of the investigation, so that students can find gaps in other groups; The teacher's general evaluation is to guide the teacher to accept the project as required after the project is completed. This link reflects the practical operation and evaluation feedback in project teaching, and enhances students' confidence in learning and employment. Finally, the students write the results of the actual operation and send them to the teachers' world university town for teachers to read.

Three. abstract

Through the design and development of elevator installation and debugging based on working process orientation, the potential of each student is fully exerted. Not only can they master the skills they should have, but they can also study with challenges, and experience the happiness of success, which has pushed students forward a big step from being tired of learning to being happy. Project-based course teaching mode breaks the subject course mode characterized by imparting knowledge. This teaching method conforms to the cognitive rules and teaching management principles of higher vocational students, and conforms to the characteristics of higher vocational students' mastering knowledge and skills, which fully embodies the teaching concept and teaching method of "learning by doing, knowing by learning and knowing by meeting". This course is a useful attempt to apply the theory and teaching concept of modern higher vocational education, and completely reforms the traditional teaching mode. The curriculum design and development method based on working process is one of the more advanced curriculum design methods in higher vocational education at present, which needs to be explored continuously. As vocational educators, we should actively think and discuss, carry out curriculum reform and connotation construction, and cultivate high-quality skilled talents to meet the needs of social development.

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