电脑知识与技术
電腦知識與技術
전뇌지식여기술
COMPUTER KNOWLEDGE AND TECHNOLOGY
2015年
2期
149-150
,共2页
中职%理实一体化%情境单元%实践操作
中職%理實一體化%情境單元%實踐操作
중직%리실일체화%정경단원%실천조작
The integration of theory and Practice%Situational teaching%The practical operation
《PLC编程》课程是中职学校机电技术应用、电子信息技术等专业的必修核心课程,作为《电工电子技术》、《电气控制技术》后续课程,是一门实践性和实用性都非常强的课程。为了更好地让学生学习这门课程的理论知识和实践技能,在一体化教学方法日益成熟的教学环境下,结合本课程教学过程积累了一些经验,结合一体化的教学形式和学生特点,做了一些改革,对本课程实施“理实一体化”的教学模式,将知识划分为情境单元,借助我校机电综合一体化教室,教师在演示讲解的同时,引导学生进行实训操作,深刻形象的掌握知识要点和操作技能。下面是在探索我校《PLC编程》课程一体化教学过程中的一些收获,和大家一起讨论分享。
《PLC編程》課程是中職學校機電技術應用、電子信息技術等專業的必脩覈心課程,作為《電工電子技術》、《電氣控製技術》後續課程,是一門實踐性和實用性都非常彊的課程。為瞭更好地讓學生學習這門課程的理論知識和實踐技能,在一體化教學方法日益成熟的教學環境下,結閤本課程教學過程積纍瞭一些經驗,結閤一體化的教學形式和學生特點,做瞭一些改革,對本課程實施“理實一體化”的教學模式,將知識劃分為情境單元,藉助我校機電綜閤一體化教室,教師在縯示講解的同時,引導學生進行實訓操作,深刻形象的掌握知識要點和操作技能。下麵是在探索我校《PLC編程》課程一體化教學過程中的一些收穫,和大傢一起討論分享。
《PLC편정》과정시중직학교궤전기술응용、전자신식기술등전업적필수핵심과정,작위《전공전자기술》、《전기공제기술》후속과정,시일문실천성화실용성도비상강적과정。위료경호지양학생학습저문과정적이론지식화실천기능,재일체화교학방법일익성숙적교학배경하,결합본과정교학과정적루료일사경험,결합일체화적교학형식화학생특점,주료일사개혁,대본과정실시“리실일체화”적교학모식,장지식화분위정경단원,차조아교궤전종합일체화교실,교사재연시강해적동시,인도학생진행실훈조작,심각형상적장악지식요점화조작기능。하면시재탐색아교《PLC편정》과정일체화교학과정중적일사수획,화대가일기토론분향。
"PLC programming"course is vocational school mechanical and electrical technology, electronics and information tech?nology and other specialized compulsory core curriculum, as the"electrical and electronic technology","electrical control technolo?gy"the curriculum, is a practical and utility are very strong curriculum. In order to let the students learn this course of theoretical knowledge and practical skills in the teaching method, integration of the growing maturity of the teaching environment, combined with the teaching process has accumulated some experience, combined with the teaching form and student characteristics of inte?gration, making some reforms, the implementation of the"theory practice integration"teaching mode of this course, the knowledge is divided into situational unit, by means of our electromechanical integration in the classroom, practical training, students master the knowledge points to each context unit. The view you want the teacher's criticism.