First, build a scientific curriculum content system and actively adapt to the needs of educational reform in the information age.
In view of the characteristics of electrotechnics course, such as less class hours, expanded content and rapid updating, the author readjusted and designed the course content system according to the idea of "mastering basic knowledge, imparting learning methods and inspiring innovative thinking" by referring to the research results of foreign and domestic education and scientific and technological development. Referring to similar or related textbooks and works at home and abroad, the classic contents are adjusted and optimized, and the old and complicated contents are deleted, which supplements the modern electronic design ideas and the application examples of common electrical circuits. Combined with the needs of production practice, on the basis of strengthening application, taking into account the simple and gradual understanding law, optimize the content of combined courses. The electrician course is divided into four levels.
The first level is the understanding of the circuit. This paper introduces the circuit and basic circuit components, such as resistance, capacitance and inductance. , as well as the constraint relations and basic physical quantities of each circuit element.
The second level is the basis of circuit analysis. Including the basic laws of circuits, basic circuit analysis methods, transient analysis of circuits and sinusoidal AC circuit analysis. The basis of circuit analysis is common in the equivalent analysis of circuits in subsequent courses, which affects the basic analysis and judgment of circuits and the rapid identification of actual circuit diagrams. Among them, DC circuit is the basis of AC circuit and electronic circuit. The analysis methods of DC circuits, such as Kirchhoff's law, equivalent concept and Thevenin's theorem, are not only applicable to the analysis and calculation of DC circuits, but also to other circuits in general. These contents run through the whole course and play a connecting role or influence the overall situation.
The third floor, electrical equipment. The magnetic circuit part focuses on the AC core coil circuit, which lays the foundation for learning transformers and asynchronous motors. Motor focuses on the control and speed regulation of motor. Because motor control technology is still the most widely used technology in various control theories and practices.
The fourth level, the circuit application and circuit design methods commonly used by electricians. This paper introduces the typical circuits that electricians often come into contact with in their daily work, so that students can realize that what they have learned is by no means an empty theory. Through specific circuit analysis, this paper introduces the basic procedures and steps of circuit design, initially establishes the idea of circuit design, and cultivates students' habits of circuit design.
These four levels can be divided into key teaching content, general teaching content and self-study content according to the difficulty of content. For example, focus on the Thevenin theorem, and for the branch current method, students can sum up their own conclusions and achieve the purpose of solving problems as long as they explain the principles and methods of equations. The theoretical basis of AC circuit research is still ohm's law, Kirchhoff's law and basic circuit analysis methods, but the object of analysis is not DC, but phasor. As long as we know the law of complex number operation, we can use the knowledge of context to solve it independently, and give students the initiative in learning in teaching. After setting up the teaching content system in this way, it can be simple and focused, which will not damage the integrity and systematicness of its content, but also solve the contradiction of reducing class hours.
Second, reform the traditional classroom teaching mode and cultivate students' sustainable learning ability.
Classroom teaching is the focus of curriculum reform, because most of the ideas of curriculum reform are realized through classroom teaching. It is better to "teach people to fish" than to "teach people to fish" While imparting knowledge to students, we should pay more attention to teaching students the basic ideas and methods of learning and thinking, so that students can not only "learn" but also "learn" and cultivate their sustainable learning ability.
1. Open heuristic teaching method is adopted.
From the process of students accepting knowledge, a strong interest is a great motivation, which can stimulate students' imagination and drive them to think, observe and learn actively. As a Russian proverb says, "You can take a horse to the river, but you can't make it drink water", so is learning. If students are not interested in Electrical Technology, it will directly affect their learning effect. [1] Therefore, we should adopt various effective methods to stimulate students' interest in learning, mobilize their enthusiasm for learning, change the traditional "passive acceptance of students" into "active learning of students", establish the dominant position of students' learning, vigorously advocate and popularize teaching modes such as participation in discussion, open inspiration and teacher-student interaction, stimulate students' interest in learning, guide students to think independently, and boldly and rationally question innovation. Although everyone has been exposed to circuits in middle school physics class, when they begin to learn electrical technology, they should introduce a large number of examples to make students form a preliminary impression on the application of circuits. Arouse students' urgent desire for unknown things, induce exploratory thinking activities and awaken students' potential innovation consciousness. The core of the improvement of teaching methods is to use discussion and heuristic teaching, take the knowledge taught as a research topic, and reveal the background of knowledge and scientific thinking methods in teaching. [2] For example, when teaching series resonance, first put forward a research topic: "How does the radio receive the broadcast?" Under the guidance of the teacher, everyone got a preliminary understanding of the basic components of the radio: power supply, switch, antenna, tuning knob, volume knob, modulation and amplification circuit and earphone. Among them, it aims at "how to select the desired program signal from countless radio signals and various broadcast program signals in the sky?" In this sub-project, the group will actively discuss and inspire each other until the problems are clarified and solved. Based on the heuristic teaching concept, the discussion teaching method takes cooperative learning and cooperative inquiry as concrete forms, which naturally mobilizes students' thinking and stimulates their interests and hobbies. Explain the structure of the motor in kind and observe the positive and negative rotation of the motor, so that students can form a strong sensory understanding. Combined with the working principle of household air conditioner and washing machine, the safety of electricity consumption is combined with the safety protection of refrigerator and washing machine. [3] By looking for examples of application circuits around you, let students really feel the ubiquitous circuits in life. This is not only vivid, but also deepens students' understanding of basic theories.
2. Use advanced teaching methods
In the previous electrotechnics teaching process, due to the limitation of conditions, the teaching content was limited to textbooks, the teaching space was limited to classrooms, and the thinking space and ability were narrow, which led to the limitation of students' ability to analyze and deal with problems. Therefore, the author explores the use of multimedia technology, network technology, information technology and other modern educational technologies to reform the traditional teaching methods and promote the application of multimedia courseware, electronic CAD courses and EDA simulation technology. Introducing EDA method into teaching, selecting visual Multisim and Pspice software, and relying on the powerful simulation function of the software, introducing the characteristics of basic circuit components and verifying the taught theorems and laws can make students deepen their impressions, strengthen their memory and enhance the classroom teaching effect. For example, when explaining capacitors, using Multisim software, through a circuit diagram, the characteristics of capacitor energy storage and discharge can be displayed, and the charging and discharging process can be visually seen on the oscilloscope, which will deepen students' understanding of capacitor characteristics.
3. Development of electrical and electronic stations
Using campus network to develop electrical and electronic stations. Open online teaching materials, realize the enjoyment of high-quality teaching resources, make the breadth and depth of teaching content develop obviously, and provide a broad platform for students' independent learning and personalized learning. The interactive network management of teaching is realized through four links: teachers' intensive lectures, students' self-study, online answering questions and stimulating innovation. Teachers focus on teaching: teachers will focus on teaching courses according to chapters. Analyze the key points and difficulties, highlight the connection between knowledge points, interspersed with exercises and application examples. The teaching process was recorded and posted online. Learners' self-study: integrate various theoretical teaching, software resources, experience methods, application examples and other resources and collect them online, thus avoiding the pain of finding students. Encourage students to use their spare time such as evening self-study and weekends to log on to the website for self-study, so as to encourage students to gradually accumulate information and expand their knowledge. Online Q&A: Answer questions by email or chat room. Concentrate on answering students' questions. The focus of online Q&A is to solve difficult problems in the learning process, understand the teaching situation in time, and adjust the teaching progress and teaching methods. Inspire innovation: build a platform for online learning and communication, so that students can discuss and exchange their experiences in learning, and teachers can also guide them in time to inspire students to think and innovate. According to the needs of the society or the army, some circuits with practical application value are selected for analysis, so as to guide students to spread their thinking and put forward their own ideas.
Third, strengthen the open experimental teaching to improve students' innovation and practical ability.
Experimental teaching can train and cultivate students' practical ability, innovative development consciousness and rigorous and realistic scientific attitude, which is an important link in electrician learning.
1. Task-driven experimental teaching
In the process of teaching, teachers skillfully design and imply the teaching content in a single task, so that students can understand the core content of learning in groups or independently. Students improve their innovative consciousness and ability while completing their tasks, and guide them to learn to find problems, think about problems and find solutions to them. Task-driven teaching mode embodies the teaching design principle of "combination of leading and subject", avoids the contradiction between the leading role of teachers and the subjective position of students in teaching-oriented and learning-oriented teaching design, and not only plays the leading role of teachers, but also fully embodies the subjective position of students. [4] Therefore, the task-driven teaching mode has its unique teaching characteristics for the practical and interesting subject of Electrical Technology. For example, experiment: verification of Kirchhoff's law. Provide students with three different resistors, a DC voltmeter, three DC ammeters, two regulated power supplies, two switches and several wires. Ask the students to connect the circuits as shown in Figure 2 and verify Kirchhoff's law. The basic process of setting up the experiment in the form of task-driven is: putting forward the task, analyzing the task, students' operation, exchanging and discussing, consolidating innovation and summarizing.
2. Open experimental teaching.
Develop an open experimental teaching platform, which is open in all directions in time, space and content. Time has changed from regular opening to full-time opening now, and it is normal for teachers to take turns to be on duty on weekends. Students can make an appointment online or go directly to the laboratory to choose experiments. Students' freedom in time is increased, so that students can flexibly choose experimental contents according to their respective study plans and freely arrange the time to enter the laboratory. Teachers can help them all the time, which expands and deepens the cultivation of innovative spirit and ability in classroom education. In the space, an open experimental management system based on local area network is developed, and the teaching platforms of electrical and electronic experiments such as "night school for ability", "extracurricular practice activities for students' scientific and technological innovation" and "practice teaching base" are established, so that students can freely choose laboratories. In terms of content, a four-level experimental teaching system is constructed, which includes point (basic experiment), line (comprehensive experiment), surface (design experiment) and body (research innovation experiment). The experiments are arranged in the order from shallow to deep and gradually improved. It is reflected in the transformation from "passive verification" to active "design research" experiment. Make full use of campus network and experimental platform to encourage students to independently design experimental circuits, draw up experimental procedures, prepare experimental devices and complete experimental operations. In this way, students must preview and consult relevant materials before the experiment, prepare carefully and start the experiment with clear thinking, so that students can develop good study habits. In order to facilitate students to preview, the teaching requirements, the use of instruments and meters, and the handling of special faults are compiled into pamphlets for students to refer to at any time. Teachers are no longer "nannies" as before, and students' role in experiments has changed from "passive" to "active". Students are not only the main body of the experiment, but also the leader of the experimental process. Teachers only play the role of guiding and providing technical services. The open experimental teaching mode forces students to use what they have learned, use their brains to analyze and solve problems, and enhances their ability to integrate theory with practice and work independently, which is conducive to broadening their horizons, activating their thinking and improving their practical skills. The students threw away their crutches and learned to walk by themselves.
3. Strengthen extracurricular practice teaching and training.
Extracurricular practical teaching and training can cultivate students' practical ability to work independently and participate in society. In the process of participating in practical activities, students will inevitably encounter various practical problems that are difficult to solve. By solving these problems, we can improve students' social adaptability to work after graduation. In recent years, through the author's exploration, an open model integrating teaching and scientific research has been established. Actively sign teaching practice contracts with local factories, establish practice teaching bases, set up "ability night schools" in the hospital, and hire factory technicians and teachers to tutor students. "Ability Night School" has become the second classroom organization for training new practical military talents. Among the trainees, 84 have obtained the four-level skill certificate of electronic product maintenance, and 9 have participated in the national electronic design competition and achieved good rankings. Through years of unremitting efforts, the teaching reform of Electrical Technology has achieved initial results, which greatly stimulated students' interest in learning. The sustainable learning ability of students' independent learning, independent thinking and innovative work has been significantly improved, which has adapted to the needs of reducing the number of hours and increasing the content of electrical courses and the contradiction of improving teaching reform. The results of teaching practice have been well received by students and peers.
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