1 Design Ideas of Curriculum Reform The design of this course has broken through the original teaching mode, breaking the phenomenon of theoretical knowledge, and integrating the contents of each chapter according to the “projectâ€. Using project-based teaching methods, each project consists of several specific typical tasks. Each task combines relevant knowledge and practice, and strives to reflect the teaching philosophy of “doing middle school†and “learning by doingâ€; The “project†of the course is based on professional practice activities and adopts a pragmatic and integrated teaching model. It reflects the training concept of “employment-oriented and ability-based†in vocational education. Employment-oriented, not only should emphasize the actual requirements of professional positions, but also emphasize the individual requirements of students to adapt to changes in the labor market. Moreover, the design of this course takes into account the needs of both the enterprise and the individual, focusing on the overall development of the people, that is, based on the cultivation of comprehensive quality and the improvement of comprehensive professional competence.
The theory and practice of this course are half of each. In addition to classroom teaching, theoretical teaching can also use on-the-spot teaching. Through rational and integrated teaching, students can increase their perceptual knowledge of CNC lathes. The combination of practical teaching and theoretical teaching, students complete each task, each instruction, first practice on the simulation software, skilled processing procedures and operation process, then processing on the CNC lathe to ensure the processing dimensional accuracy requirements.
To achieve theoretical teaching?? Simulation and simulation teaching? Practical teaching combined mode to stimulate students' interest in learning.
2 The reformed teaching mode The traditional "CNC lathe programming and operation" professional course teaching mainly adopts the theoretical teaching mode. The teacher first explains the theoretical knowledge. After all the theoretical knowledge is explained, the students go to the analog programming room to program, and then the programming internship ends. Workshop internship. In some schools, due to the lack of numerical control equipment, a class of 40 or 50 people only use a few CNC machine tools (), which brings great constraints to the teaching of CNC. Students can practice after learning the theoretical knowledge. Combined with practice, it is impossible to achieve the purpose of learning. Through the curriculum reform, we divided the course of “CNC Lathe Programming and Operation†into several projects. Each project involves the physical object of a workpiece. The development of the project is determined by the factory survey, which is closer to reality. In addition, each project is divided into several tasks to complete. Each time the teacher takes the task to explain the theoretical knowledge to the students. In the theoretical teaching, multimedia teaching methods are used to enrich the teaching and improve the students' interest in learning. After each task is finished, the students will then process the parts on the CNC simulation software. If there is no mistake, let the students go to the machine to complete the processing of the parts, the whole process, the steps, the stages, the level-by-level teaching mode from the primary to the advanced, from the theory to the practice, the theoretical teaching and practical teaching of each step. The ratio is 1:1. During the whole project teaching process, the teacher's task is mainly theoretical explanation. The students do their own operations to complete the processing of the parts. After the parts are finished, the teacher will comment on the parts made by the students to find out the problem and analyze. Problems and solve problems in a timely manner. In this way, after each task, students can find out the problems they have in the study and solve the problems under the guidance of the teacher. This will not only improve the students' interest in learning, but also achieve the purpose of applying what they have learned.
3 "CNC Lathe Programming and Operation" Course Reform Experience As a numerical control professional course teacher, I undertook the curriculum reform of the course "CNC Lathe Programming and Operation" and formulated relevant curriculum standards. In the curriculum standard setting process, the original curriculum system was broken, and the course was divided into ten projects, each of which consisted of several tasks. In the teaching process, the teaching mode of rational integration is mainly adopted. First, the teacher prepares a project. This project is generally a complete part. For example, when explaining the processing of the three-slot parts of the project, the teacher can show the several slot parts to be explained to the students, so that each student knows what is the inner and outer slots, the end slots and the pulley slots. So that students know what they are going to learn today? Where is the knowledge I have learned in the society? Make students have a perceptual knowledge, so that they can learn how to complete the processing of such parts with curiosity. The physical demonstration can stimulate students' interest in learning. In addition, in the processing of groove parts, it can be explained through the relevant instructions, such as the programming of shallow grooves, deep grooves, and wide groove parts. What problems exist if the G01 command is used? Let the students think about it. This instruction is also the most widely used instruction for students. However, the programming of a part program is not fixed, but flexible and diverse. The G75 squaring compound cycle instruction is introduced in the programming problem through the G01 instruction. The explanation, the instruction should be illustrated in the explanation, after the instruction is finished, the simulation software is used to let the students understand the trajectory of the instruction, and then the students repeatedly practice the simulation processing, and finally finish the parts on the CNC lathe. Processing. Through the project teaching task-driven approach, gradually deepen the teaching difficulty, step by step, slowly guide the students, and constantly open up the students' thinking space, let the students learn more, practice more, do more, and constantly cultivate students' interest in learning. Let students feel that they have achieved success and fully motivate students to learn. In the whole classroom teaching, we should give full play to the subjective status of the students, and make the whole classroom teaching full of anger.
In the implementation process, the project teaching mainly adopts a pragmatic and integrated teaching mode, allowing students to do and learn in the middle school, to cultivate students' practical ability and independent thinking ability, to teach through project task-driven mode, to complete tasks independently in groups, students' The enthusiasm is high and the teaching effect is good.
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