工业技术与职业教育
工業技術與職業教育
공업기술여직업교육
Industrial Technology and Vocational Education
2015年
3期
18-20
,共3页
SMT手工焊接%工作过程%教学情境%项目化建设%实训基地
SMT手工銲接%工作過程%教學情境%項目化建設%實訓基地
SMT수공한접%공작과정%교학정경%항목화건설%실훈기지
SMT manual welding%working process%teaching situation%project construction%training base
结合SMT手工焊接工艺职业定位,从实训基地的建设、职业能力培养目标、教学内容的项目化建设等方面对基于工作过程的实训教学情境进行了分析,从职业基础能力和职业关键能力两个层次对教学情境进行项目化改革,通过我院多年实践,学生在专业知识学习和企业岗位职业能力上都有了很大提高.
結閤SMT手工銲接工藝職業定位,從實訓基地的建設、職業能力培養目標、教學內容的項目化建設等方麵對基于工作過程的實訓教學情境進行瞭分析,從職業基礎能力和職業關鍵能力兩箇層次對教學情境進行項目化改革,通過我院多年實踐,學生在專業知識學習和企業崗位職業能力上都有瞭很大提高.
결합SMT수공한접공예직업정위,종실훈기지적건설、직업능력배양목표、교학내용적항목화건설등방면대기우공작과정적실훈교학정경진행료분석,종직업기출능력화직업관건능력량개층차대교학정경진행항목화개혁,통과아원다년실천,학생재전업지식학습화기업강위직업능력상도유료흔대제고.
Combined with the SMT manual welding process profession orientation,from the training base construction, course vocational ability training, and project construction of teaching content, the working process based practical teaching situation are analyzed. The course were reformed in project from occupation basic ability and professional key ability. After years of practice, students' professional knowledge and enterprise post vocational ability have been improved a lot.
