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篇1

關鍵詞：農電工；進(jin)網作業(ye)；培(pei)訓；高壓

中(zhong)圖分類號：F426.61文(wen)獻標識碼(ma)：A文(wen)章編號：1006-8937（2015）31-0087-02

作者(zhe)簡(jian)介：李婭杰（1970—），女，河南周口人，大學(xue)本科，經(jing)濟師(shi)，研(yan)究方向：進網作業電(dian)工培(pei)訓

伴隨著新農村的建設和發展，農村電網建設水平也不斷提高，一些地區農網已經實現了信息化、自動化，供電保障能力明顯提升。在農村電網建設快速發展的同時，對農電工的素質能力提出了更高的要求，要求農電工必須經過專業培訓，通過技能鑒定、獲得低壓電工許可(ke)證等技能證書(shu)以后，才能獲(huo)得進(jin)(jin)網(wang)作業的(de)(de)資(zi)格，這(zhe)就對(dui)農電工(gong)的(de)(de)進(jin)(jin)網(wang)作業培(pei)訓提出了更高的(de)(de)要(yao)求(qiu)。

1農電工在農村(cun)地區電網(wang)建設及維護工作中的重要(yao)作用

伴隨著(zhu)農(nong)(nong)(nong)(nong)村(cun)(cun)(cun)地(di)(di)(di)(di)區供電(dian)(dian)網(wang)(wang)絡的(de)(de)(de)(de)建(jian)設和發(fa)展，農(nong)(nong)(nong)(nong)電(dian)(dian)工(gong)(gong)(gong)的(de)(de)(de)(de)作(zuo)(zuo)用也在(zai)(zai)(zai)不(bu)(bu)斷提(ti)升，農(nong)(nong)(nong)(nong)電(dian)(dian)工(gong)(gong)(gong)所承(cheng)擔的(de)(de)(de)(de)任務也不(bu)(bu)斷增多，其不(bu)(bu)僅僅是(shi)(shi)各村(cun)(cun)(cun)的(de)(de)(de)(de)電(dian)(dian)工(gong)(gong)(gong)，同時也是(shi)(shi)供電(dian)(dian)公(gong)司(si)聘請的(de)(de)(de)(de)工(gong)(gong)(gong)人(ren)，不(bu)(bu)僅承(cheng)擔著(zhu)低壓運檢的(de)(de)(de)(de)工(gong)(gong)(gong)作(zuo)(zuo)、電(dian)(dian)氣維修工(gong)(gong)(gong)作(zuo)(zuo)，有時候還(huan)要(yao)根據供電(dian)(dian)公(gong)司(si)的(de)(de)(de)(de)安排，進(jin)行高壓架(jia)設及檢修等工(gong)(gong)(gong)作(zuo)(zuo)，呈(cheng)現(xian)出明顯的(de)(de)(de)(de)復合(he)型(xing)特(te)征。另一(yi)方面，從農(nong)(nong)(nong)(nong)村(cun)(cun)(cun)地(di)(di)(di)(di)區的(de)(de)(de)(de)現(xian)實狀況(kuang)(kuang)來看，這些電(dian)(dian)工(gong)(gong)(gong)雖然拿到了電(dian)(dian)工(gong)(gong)(gong)證，但是(shi)(shi)多數缺(que)(que)乏工(gong)(gong)(gong)作(zuo)(zuo)經驗(yan)，在(zai)(zai)(zai)技術水平上還(huan)有所欠缺(que)(que)，離農(nong)(nong)(nong)(nong)村(cun)(cun)(cun)地(di)(di)(di)(di)區電(dian)(dian)網(wang)(wang)建(jian)設的(de)(de)(de)(de)要(yao)求(qiu)還(huan)很遠。在(zai)(zai)(zai)這種情(qing)(qing)況(kuang)(kuang)下，要(yao)想承(cheng)擔這些復合(he)性(xing)的(de)(de)(de)(de)工(gong)(gong)(gong)作(zuo)(zuo)，就必須對他們(men)進(jin)行專(zhuan)業(ye)(ye)的(de)(de)(de)(de)進(jin)網(wang)(wang)作(zuo)(zuo)業(ye)(ye)培(pei)訓(xun)。此(ci)外(wai)，農(nong)(nong)(nong)(nong)村(cun)(cun)(cun)地(di)(di)(di)(di)區的(de)(de)(de)(de)勞動力呈(cheng)現(xian)出逐漸減(jian)少(shao)的(de)(de)(de)(de)趨勢，大部分中(zhong)(zhong)青年都在(zai)(zai)(zai)外(wai)工(gong)(gong)(gong)作(zuo)(zuo)、求(qiu)學(xue)，長期生(sheng)活在(zai)(zai)(zai)城市當中(zhong)(zhong)，現(xian)在(zai)(zai)(zai)農(nong)(nong)(nong)(nong)村(cun)(cun)(cun)地(di)(di)(di)(di)區的(de)(de)(de)(de)人(ren)口(kou)主要(yao)是(shi)(shi)以(yi)中(zhong)(zhong)老(lao)年人(ren)為主，其中(zhong)(zhong)老(lao)年人(ren)占了很大一(yi)部分，這些人(ren)當中(zhong)(zhong)很少(shao)具備電(dian)(dian)工(gong)(gong)(gong)工(gong)(gong)(gong)作(zuo)(zuo)能力，在(zai)(zai)(zai)這種情(qing)(qing)況(kuang)(kuang)下，農(nong)(nong)(nong)(nong)電(dian)(dian)工(gong)(gong)(gong)在(zai)(zai)(zai)農(nong)(nong)(nong)(nong)村(cun)(cun)(cun)生(sheng)產生(sheng)活中(zhong)(zhong)的(de)(de)(de)(de)重要(yao)性(xing)越發(fa)突出，從其所處特(te)殊環境的(de)(de)(de)(de)角度，也需(xu)(xu)要(yao)對他們(men)進(jin)行進(jin)網(wang)(wang)作(zuo)(zuo)業(ye)(ye)培(pei)訓(xun)，以(yi)適應農(nong)(nong)(nong)(nong)村(cun)(cun)(cun)地(di)(di)(di)(di)區生(sheng)產生(sheng)活的(de)(de)(de)(de)需(xu)(xu)要(yao)。

2農電工(gong)進網作業培訓(xun)的核心內容

根據進網(wang)作業(ye)的內容及要(yao)求(qiu)，農電工(gong)進網(wang)作業(ye)培訓(xun)的核心內容主要(yao)包括以下幾點。

2.1基本操作培訓

在高(gao)壓(ya)實操培訓當中，要(yao)(yao)讓農電(dian)(dian)(dian)工了(le)解(jie)常(chang)用(yong)(yong)的(de)(de)電(dian)(dian)(dian)工儀表(biao)及(ji)使(shi)用(yong)(yong)，包括萬用(yong)(yong)表(biao)、鉗型(xing)電(dian)(dian)(dian)流表(biao)、兆歐表(biao)等(deng)，要(yao)(yao)了(le)解(jie)目前在國內高(gao)壓(ya)線路建設中常(chang)用(yong)(yong)的(de)(de)品(pin)牌、型(xing)號、使(shi)用(yong)(yong)方(fang)法(fa)。還(huan)要(yao)(yao)了(le)解(jie)一(yi)些(xie)安全用(yong)(yong)具的(de)(de)使(shi)用(yong)(yong)，如(ru)絕緣鞋、絕緣手套的(de)(de)佩戴等(deng)。同時，高(gao)壓(ya)進(jin)網(wang)作業(ye)是(shi)一(yi)項(xiang)比較危險(xian)的(de)(de)工作，農電(dian)(dian)(dian)工還(huan)要(yao)(yao)掌(zhang)握一(yi)些(xie)觸電(dian)(dian)(dian)急救方(fang)法(fa)，包括如(ru)何讓觸電(dian)(dian)(dian)者(zhe)脫離電(dian)(dian)(dian)源、如(ru)何進(jin)行口對口的(de)(de)人(ren)工呼吸(xi)、簡單的(de)(de)胸外心臟(zang)按壓(ya)等(deng)，盡(jin)可能地挽救觸電(dian)(dian)(dian)者(zhe)的(de)(de)生命(ming)。

2.2高壓實操培訓(xun)

高(gao)(gao)(gao)壓(ya)(ya)(ya)(ya)(ya)實(shi)操是(shi)(shi)伴隨著農村地區經濟發(fa)展(zhan)的(de)(de)需要(yao)(yao)(yao)(yao)(yao)(yao)，尤其是(shi)(shi)工(gong)(gong)農業建(jian)(jian)設(she)(she)的(de)(de)需要(yao)(yao)(yao)(yao)(yao)(yao)，高(gao)(gao)(gao)壓(ya)(ya)(ya)(ya)(ya)線(xian)路建(jian)(jian)設(she)(she)不斷發(fa)展(zhan)的(de)(de)現(xian)實(shi)需求(qiu)決定的(de)(de)。在(zai)高(gao)(gao)(gao)壓(ya)(ya)(ya)(ya)(ya)實(shi)操培(pei)(pei)訓當中(zhong)，要(yao)(yao)(yao)(yao)(yao)(yao)先讓(rang)其掌(zhang)握(wo)各種(zhong)高(gao)(gao)(gao)壓(ya)(ya)(ya)(ya)(ya)操作工(gong)(gong)作的(de)(de)使(shi)(shi)用(yong)(yong)，如高(gao)(gao)(gao)壓(ya)(ya)(ya)(ya)(ya)驗(yan)電(dian)(dian)筆、高(gao)(gao)(gao)工(gong)(gong)作業安(an)全用(yong)(yong)具的(de)(de)使(shi)(shi)用(yong)(yong)，以及(ji)(ji)(ji)這(zhe)些(xie)安(an)全防護用(yong)(yong)品的(de)(de)使(shi)(shi)用(yong)(yong)標準和注意事項。一些(xie)農電(dian)(dian)工(gong)(gong)通(tong)常(chang)還要(yao)(yao)(yao)(yao)(yao)(yao)負責高(gao)(gao)(gao)壓(ya)(ya)(ya)(ya)(ya)配電(dian)(dian)室的(de)(de)管理及(ji)(ji)(ji)維護，在(zai)培(pei)(pei)訓當中(zhong)，要(yao)(yao)(yao)(yao)(yao)(yao)掌(zhang)握(wo)高(gao)(gao)(gao)壓(ya)(ya)(ya)(ya)(ya)柜停(ting)、送電(dian)(dian)的(de)(de)操作方(fang)(fang)法(fa)，以及(ji)(ji)(ji)常(chang)見(jian)故障表現(xian)、原(yuan)因及(ji)(ji)(ji)處理，對自(zi)己處理不了(le)的(de)(de)故障要(yao)(yao)(yao)(yao)(yao)(yao)及(ji)(ji)(ji)時(shi)上報(bao)供電(dian)(dian)公司。同時(shi)，在(zai)高(gao)(gao)(gao)壓(ya)(ya)(ya)(ya)(ya)線(xian)路建(jian)(jian)設(she)(she)及(ji)(ji)(ji)維護當中(zhong)，經常(chang)涉及(ji)(ji)(ji)到高(gao)(gao)(gao)壓(ya)(ya)(ya)(ya)(ya)計量裝(zhuang)(zhuang)置的(de)(de)安(an)裝(zhuang)(zhuang)，培(pei)(pei)訓中(zhong)要(yao)(yao)(yao)(yao)(yao)(yao)讓(rang)農電(dian)(dian)工(gong)(gong)詳(xiang)細的(de)(de)掌(zhang)握(wo)安(an)裝(zhuang)(zhuang)方(fang)(fang)法(fa)及(ji)(ji)(ji)注意事項，尤其是(shi)(shi)要(yao)(yao)(yao)(yao)(yao)(yao)明確必須在(zai)停(ting)電(dian)(dian)狀(zhuang)態下接線(xian)。要(yao)(yao)(yao)(yao)(yao)(yao)了(le)解變(bian)壓(ya)(ya)(ya)(ya)(ya)器(qi)的(de)(de)使(shi)(shi)用(yong)(yong)相關知(zhi)識(shi)，因為(wei)在(zai)高(gao)(gao)(gao)壓(ya)(ya)(ya)(ya)(ya)電(dian)(dian)路當中(zhong)，變(bian)壓(ya)(ya)(ya)(ya)(ya)器(qi)是(shi)(shi)最重(zhong)要(yao)(yao)(yao)(yao)(yao)(yao)的(de)(de)設(she)(she)備(bei)，詳(xiang)細地了(le)解變(bian)壓(ya)(ya)(ya)(ya)(ya)器(qi)的(de)(de)種(zhong)類及(ji)(ji)(ji)其使(shi)(shi)用(yong)(yong)，高(gao)(gao)(gao)壓(ya)(ya)(ya)(ya)(ya)線(xian)路當中(zhong)已經使(shi)(shi)用(yong)(yong)變(bian)壓(ya)(ya)(ya)(ya)(ya)器(qi)的(de)(de)類型、變(bian)壓(ya)(ya)(ya)(ya)(ya)器(qi)的(de)(de)使(shi)(shi)用(yong)(yong)及(ji)(ji)(ji)維護、變(bian)壓(ya)(ya)(ya)(ya)(ya)器(qi)的(de)(de)安(an)裝(zhuang)(zhuang)等(deng)，通(tong)過培(pei)(pei)訓，讓(rang)農電(dian)(dian)工(gong)(gong)能(neng)夠掌(zhang)握(wo)基本的(de)(de)高(gao)(gao)(gao)壓(ya)(ya)(ya)(ya)(ya)入網(wang)作業的(de)(de)能(neng)力。

2.3低壓實操培(pei)訓

低壓實操培訓是農電工進網作業培訓的重中之重。在培訓的過程中，要向農電工詳細地傳授電工學基礎知識，熟練的掌握低壓電器控制、保護裝置工作原理、構造及其功能，熟練的進行電氣參數測量，根據農村用戶的需要具備低壓電氣設備選配的能力，了解防雷、絕緣和接地的基本知識，以及當前農(nong)村地(di)區(qu)(qu)低(di)(di)(di)壓(ya)電(dian)(dian)網運行知識。在具體的(de)(de)作(zuo)業技能(neng)(neng)培(pei)訓上，要將低(di)(di)(di)壓(ya)電(dian)(dian)氣設備與(yu)線路安裝(zhuang)、常(chang)用(yong)(yong)測量儀表的(de)(de)操(cao)(cao)作(zuo)使(shi)用(yong)(yong)、低(di)(di)(di)壓(ya)電(dian)(dian)氣設備的(de)(de)運行操(cao)(cao)作(zuo)及維護(hu)、低(di)(di)(di)壓(ya)線路維護(hu)安全操(cao)(cao)作(zuo)、低(di)(di)(di)壓(ya)電(dian)(dian)氣事故判斷與(yu)處理、變(bian)壓(ya)器的(de)(de)維護(hu)及管(guan)理、三相(xiang)電(dian)(dian)接電(dian)(dian)及使(shi)用(yong)(yong)等等作(zuo)為(wei)主(zhu)要內(nei)容，讓(rang)其能(neng)(neng)夠熟練的(de)(de)掌握低(di)(di)(di)壓(ya)線路當中(zhong)從供(gong)電(dian)(dian)到用(yong)(yong)戶(hu)，所有與(yu)之(zhi)相(xiang)關的(de)(de)電(dian)(dian)氣設備安裝(zhuang)及使(shi)用(yong)(yong)知識，農(nong)村地(di)區(qu)(qu)常(chang)見低(di)(di)(di)壓(ya)供(gong)電(dian)(dian)故障排(pai)查(cha)及處置(zhi)能(neng)(neng)力等，達(da)到農(nong)村地(di)區(qu)(qu)電(dian)(dian)工工作(zuo)的(de)(de)基本(ben)需要。

3農電工(gong)進網作業培訓工(gong)作建(jian)議

3.1農電工(gong)進網作業培訓(xun)工(gong)作的常態(tai)化(hua)

農(nong)(nong)(nong)電(dian)工(gong)(gong)(gong)(gong)(gong)進網作(zuo)業(ye)培(pei)(pei)(pei)(pei)(pei)訓(xun)(xun)(xun)(xun)(xun)(xun)，對農(nong)(nong)(nong)村電(dian)網建設(she)和(he)(he)維護(hu)具有重要(yao)意(yi)義，應該實(shi)現農(nong)(nong)(nong)電(dian)工(gong)(gong)(gong)(gong)(gong)進網作(zuo)業(ye)培(pei)(pei)(pei)(pei)(pei)訓(xun)(xun)(xun)(xun)(xun)(xun)的(de)(de)常態化(hua)。實(shi)際(ji)上(shang)，現在(zai)一(yi)些地(di)區(qu)(qu)在(zai)農(nong)(nong)(nong)電(dian)工(gong)(gong)(gong)(gong)(gong)入網作(zuo)業(ye)培(pei)(pei)(pei)(pei)(pei)訓(xun)(xun)(xun)(xun)(xun)(xun)當中(zhong)處于“想起(qi)來就培(pei)(pei)(pei)(pei)(pei)訓(xun)(xun)(xun)(xun)(xun)(xun)，想不(bu)(bu)(bu)起(qi)來就不(bu)(bu)(bu)培(pei)(pei)(pei)(pei)(pei)訓(xun)(xun)(xun)(xun)(xun)(xun)的(de)(de)狀態”，凸(tu)顯了這(zhe)些地(di)區(qu)(qu)的(de)(de)供(gong)電(dian)部(bu)門(men)領導對農(nong)(nong)(nong)電(dian)工(gong)(gong)(gong)(gong)(gong)培(pei)(pei)(pei)(pei)(pei)訓(xun)(xun)(xun)(xun)(xun)(xun)還缺乏足夠的(de)(de)重視(shi)。針對這(zhe)一(yi)點，在(zai)今后農(nong)(nong)(nong)電(dian)工(gong)(gong)(gong)(gong)(gong)的(de)(de)培(pei)(pei)(pei)(pei)(pei)訓(xun)(xun)(xun)(xun)(xun)(xun)當中(zhong)，各地(di)區(qu)(qu)領導要(yao)充(chong)分重視(shi)起(qi)這(zhe)項工(gong)(gong)(gong)(gong)(gong)作(zuo)，指(zhi)派專(zhuan)人(ren)專(zhuan)門(men)負(fu)責農(nong)(nong)(nong)電(dian)工(gong)(gong)(gong)(gong)(gong)培(pei)(pei)(pei)(pei)(pei)訓(xun)(xun)(xun)(xun)(xun)(xun)的(de)(de)組(zu)織(zhi)，制定(ding)(ding)詳(xiang)細的(de)(de)培(pei)(pei)(pei)(pei)(pei)訓(xun)(xun)(xun)(xun)(xun)(xun)計劃，將其納入到公(gong)司年度培(pei)(pei)(pei)(pei)(pei)訓(xun)(xun)(xun)(xun)(xun)(xun)計劃當中(zhong)。培(pei)(pei)(pei)(pei)(pei)訓(xun)(xun)(xun)(xun)(xun)(xun)的(de)(de)對象，不(bu)(bu)(bu)限于當前(qian)正擔任農(nong)(nong)(nong)電(dian)工(gong)(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)(gong)作(zuo)的(de)(de)人(ren)，也包括曾經擔任和(he)(he)想從事(shi)這(zhe)項工(gong)(gong)(gong)(gong)(gong)作(zuo)的(de)(de)人(ren)。培(pei)(pei)(pei)(pei)(pei)訓(xun)(xun)(xun)(xun)(xun)(xun)每(mei)年應該組(zu)織(zhi)1～2次，由公(gong)司培(pei)(pei)(pei)(pei)(pei)訓(xun)(xun)(xun)(xun)(xun)(xun)管(guan)理部(bu)門(men)負(fu)責組(zu)織(zhi)實(shi)施，嚴格按照(zhao)公(gong)司員工(gong)(gong)(gong)(gong)(gong)培(pei)(pei)(pei)(pei)(pei)訓(xun)(xun)(xun)(xun)(xun)(xun)工(gong)(gong)(gong)(gong)(gong)作(zuo)的(de)(de)統一(yi)規定(ding)(ding)，聘請優(you)秀培(pei)(pei)(pei)(pei)(pei)訓(xun)(xun)(xun)(xun)(xun)(xun)講(jiang)師，為其講(jiang)授各種進網作(zuo)業(ye)知識，根(gen)據農(nong)(nong)(nong)電(dian)工(gong)(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)(gong)作(zuo)的(de)(de)特點，確定(ding)(ding)其培(pei)(pei)(pei)(pei)(pei)訓(xun)(xun)(xun)(xun)(xun)(xun)內容。培(pei)(pei)(pei)(pei)(pei)訓(xun)(xun)(xun)(xun)(xun)(xun)的(de)(de)實(shi)踐最好固定(ding)(ding)化(hua)，最好是每(mei)年的(de)(de)五月(yue)份(fen)，趕在(zai)夏季(ji)(ji)汛期來臨之前(qian)，正好為夏季(ji)(ji)供(gong)電(dian)保障奠定(ding)(ding)良好的(de)(de)基礎。培(pei)(pei)(pei)(pei)(pei)訓(xun)(xun)(xun)(xun)(xun)(xun)考核以后，按照(zhao)考核成(cheng)績(ji)確定(ding)(ding)證書審核，由勞動部(bu)門(men)頒(ban)發(fa)相(xiang)應的(de)(de)上(shang)崗證書。

3.2改(gai)進和完善教材內(nei)容

現在農電(dian)(dian)工(gong)培(pei)訓當(dang)中，所使用(yong)的(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)材(cai)(cai)(cai)雖然(ran)是(shi)統一(yi)(yi)編寫的(de)(de)(de)(de)(de)(de)，但是(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)材(cai)(cai)(cai)的(de)(de)(de)(de)(de)(de)內(nei)容還(huan)是(shi)有(you)一(yi)(yi)些(xie)不(bu)合理(li)的(de)(de)(de)(de)(de)(de)地(di)方。比如，有(you)的(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)材(cai)(cai)(cai)當(dang)中竟(jing)然(ran)將抵押配電(dian)(dian)TN系統－C中用(yong)戶端的(de)(de)(de)(de)(de)(de)PE線(xian)(xian)與N線(xian)(xian)連(lian)載一(yi)(yi)起接系統，這是(shi)一(yi)(yi)個(ge)(ge)比較明(ming)顯的(de)(de)(de)(de)(de)(de)錯誤，對操作(zuo)的(de)(de)(de)(de)(de)(de)關(guan)鍵(jian)點描(miao)述(shu)得(de)不(bu)夠細致，如應該將其分別與PEN線(xian)(xian)連(lian)接等。同(tong)時，伴隨著技(ji)(ji)術(shu)的(de)(de)(de)(de)(de)(de)進步，一(yi)(yi)些(xie)知識(shi)點的(de)(de)(de)(de)(de)(de)描(miao)述(shu)也過于(yu)武斷，比如，在一(yi)(yi)些(xie)老的(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)材(cai)(cai)(cai)當(dang)中，有(you)電(dian)(dian)動機電(dian)(dian)壓過低將會(hui)使其發(fa)(fa)熱，嚴重時甚至燒毀，這種(zhong)情(qing)況只(zhi)針(zhen)對恒(heng)力矩負載電(dian)(dian)機而言，對通風型則并不(bu)適(shi)用(yong)。針(zhen)對教(jiao)(jiao)(jiao)(jiao)(jiao)材(cai)(cai)(cai)的(de)(de)(de)(de)(de)(de)問(wen)題，應該由(you)職(zhi)業教(jiao)(jiao)(jiao)(jiao)(jiao)育部門，組織專家(jia)學(xue)者對正(zheng)在使用(yong)的(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)材(cai)(cai)(cai)進行(xing)(xing)(xing)修訂，以(yi)后(hou)出版之(zhi)前(qian)必須由(you)專家(jia)學(xue)者，以(yi)及(ji)經驗豐富的(de)(de)(de)(de)(de)(de)一(yi)(yi)線(xian)(xian)電(dian)(dian)工(gong)，對教(jiao)(jiao)(jiao)(jiao)(jiao)材(cai)(cai)(cai)內(nei)容當(dang)中的(de)(de)(de)(de)(de)(de)每(mei)一(yi)(yi)個(ge)(ge)操作(zuo)行(xing)(xing)(xing)為(wei)的(de)(de)(de)(de)(de)(de)編寫進行(xing)(xing)(xing)審核，確保(bao)每(mei)一(yi)(yi)個(ge)(ge)操作(zuo)步驟和方法都(dou)是(shi)正(zheng)確的(de)(de)(de)(de)(de)(de)。同(tong)時，根據農電(dian)(dian)工(gong)工(gong)作(zuo)內(nei)容的(de)(de)(de)(de)(de)(de)變化，以(yi)及(ji)供電(dian)(dian)技(ji)(ji)術(shu)的(de)(de)(de)(de)(de)(de)發(fa)(fa)展與進步，每(mei)年組織一(yi)(yi)次教(jiao)(jiao)(jiao)(jiao)(jiao)材(cai)(cai)(cai)修訂工(gong)作(zuo)，以(yi)確保(bao)教(jiao)(jiao)(jiao)(jiao)(jiao)材(cai)(cai)(cai)內(nei)容正(zheng)確，能夠滿足農電(dian)(dian)工(gong)培(pei)訓工(gong)作(zuo)的(de)(de)(de)(de)(de)(de)需要。

3.3改進和完(wan)善培(pei)訓方法(fa)

在(zai)(zai)傳(chuan)統(tong)的(de)(de)(de)(de)(de)農(nong)(nong)電(dian)(dian)(dian)(dian)工(gong)(gong)培(pei)(pei)訓(xun)當(dang)中，主(zhu)要(yao)(yao)采用(yong)板書式(shi)培(pei)(pei)訓(xun)方(fang)法(fa)，在(zai)(zai)培(pei)(pei)訓(xun)過(guo)(guo)程(cheng)中，教師處于主(zhu)導地位，農(nong)(nong)電(dian)(dian)(dian)(dian)工(gong)(gong)只能(neng)(neng)被動的(de)(de)(de)(de)(de)接受教育，并且知(zhi)識(shi)(shi)(shi)比較抽象，農(nong)(nong)電(dian)(dian)(dian)(dian)工(gong)(gong)很難將所學知(zhi)識(shi)(shi)(shi)轉(zhuan)化為能(neng)(neng)力，這(zhe)(zhe)就(jiu)要(yao)(yao)求在(zai)(zai)今后的(de)(de)(de)(de)(de)培(pei)(pei)訓(xun)當(dang)中要(yao)(yao)堅持理論與實踐(jian)相結合的(de)(de)(de)(de)(de)方(fang)法(fa)。一方(fang)面(mian)，多(duo)運用(yong)多(duo)媒體(ti)進行(xing)(xing)實踐(jian)操(cao)(cao)作(zuo)說明，讓其(qi)能(neng)(neng)夠(gou)通(tong)過(guo)(guo)圖片、FLASH、視(shi)頻(pin)直觀(guan)的(de)(de)(de)(de)(de)看到各(ge)種操(cao)(cao)作(zuo)過(guo)(guo)程(cheng)，如線路檢修過(guo)(guo)程(cheng)、高(gao)(gao)壓供電(dian)(dian)(dian)(dian)故(gu)障判斷、繼電(dian)(dian)(dian)(dian)保護(hu)裝置及其(qi)工(gong)(gong)作(zuo)原(yuan)理等(deng)，這(zhe)(zhe)樣(yang)所學的(de)(de)(de)(de)(de)知(zhi)識(shi)(shi)(shi)就(jiu)不再抽象，對(dui)一些(xie)基本操(cao)(cao)作(zuo)有直觀(guan)和深刻的(de)(de)(de)(de)(de)認識(shi)(shi)(shi)。另一方(fang)面(mian)，應(ying)該由經驗豐富的(de)(de)(de)(de)(de)老電(dian)(dian)(dian)(dian)工(gong)(gong)，在(zai)(zai)斷電(dian)(dian)(dian)(dian)操(cao)(cao)作(zuo)的(de)(de)(de)(de)(de)原(yuan)則下，帶(dai)領農(nong)(nong)電(dian)(dian)(dian)(dian)工(gong)(gong)到進網(wang)作(zuo)業(ye)的(de)(de)(de)(de)(de)一線進行(xing)(xing)現場教學，根據所學的(de)(de)(de)(de)(de)知(zhi)識(shi)(shi)(shi)進行(xing)(xing)實際(ji)操(cao)(cao)作(zuo)，如高(gao)(gao)壓架(jia)設(she)過(guo)(guo)程(cheng)中各(ge)種電(dian)(dian)(dian)(dian)氣設(she)備的(de)(de)(de)(de)(de)安(an)裝和調試等(deng)，這(zhe)(zhe)樣(yang)才(cai)能(neng)(neng)積累工(gong)(gong)作(zuo)經驗，提(ti)(ti)高(gao)(gao)實踐(jian)操(cao)(cao)作(zuo)能(neng)(neng)力。總之(zhi)，農(nong)(nong)電(dian)(dian)(dian)(dian)工(gong)(gong)的(de)(de)(de)(de)(de)進網(wang)作(zuo)業(ye)培(pei)(pei)訓(xun)，是提(ti)(ti)高(gao)(gao)其(qi)電(dian)(dian)(dian)(dian)工(gong)(gong)工(gong)(gong)作(zuo)能(neng)(neng)力的(de)(de)(de)(de)(de)基本途徑，各(ge)供電(dian)(dian)(dian)(dian)公司要(yao)(yao)充(chong)分重視(shi)起農(nong)(nong)電(dian)(dian)(dian)(dian)工(gong)(gong)的(de)(de)(de)(de)(de)進網(wang)作(zuo)業(ye)培(pei)(pei)訓(xun)，明確培(pei)(pei)訓(xun)的(de)(de)(de)(de)(de)核心內容，針對(dui)培(pei)(pei)訓(xun)工(gong)(gong)作(zuo)的(de)(de)(de)(de)(de)需要(yao)(yao)不斷完善培(pei)(pei)訓(xun)方(fang)法(fa)，才(cai)能(neng)(neng)真正提(ti)(ti)高(gao)(gao)培(pei)(pei)訓(xun)的(de)(de)(de)(de)(de)實效性。

參考文獻：

[1]秦照東.淺析農電工培訓中的(de)難點(dian)問題[J].企(qi)業改革與管理，2014，（4）：108.

篇2

關(guan)鍵(jian)詞：模(mo)塊化(hua)；項目化(hua)；綜合(he)化(hua)

一、引言

創新精神(shen)與(yu)實踐(jian)(jian)能(neng)力是應用型(xing)人才培(pei)養的(de)(de)(de)(de)(de)(de)(de)(de)重要內容。作(zuo)為(wei)(wei)應用技(ji)(ji)術(shu)(shu)(shu)型(xing)大學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)(de)(de)(de)(de)(de)試點(dian)院校，我校一直在研究(jiu)理(li)(li)論、實驗(yan)、實踐(jian)(jian)相(xiang)互融合的(de)(de)(de)(de)(de)(de)(de)(de)培(pei)養模(mo)(mo)(mo)式(shi)。本文以《電(dian)工(gong)(gong)技(ji)(ji)術(shu)(shu)(shu)》課程(cheng)(cheng)(cheng)為(wei)(wei)例(li)進(jin)(jin)(jin)行(xing)(xing)新型(xing)教(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)模(mo)(mo)(mo)式(shi)探索(suo)，以期(qi)對應用型(xing)人才培(pei)養提(ti)供(gong)幫助。《電(dian)工(gong)(gong)技(ji)(ji)術(shu)(shu)(shu)》是諸多工(gong)(gong)科專業(ye)的(de)(de)(de)(de)(de)(de)(de)(de)基礎課程(cheng)(cheng)(cheng)，伴隨(sui)著(zhu)“智能(neng)制造”產業(ye)的(de)(de)(de)(de)(de)(de)(de)(de)大力發(fa)展，電(dian)工(gong)(gong)技(ji)(ji)術(shu)(shu)(shu)相(xiang)關知(zhi)(zhi)(zhi)識變得(de)愈發(fa)重要。目前，我校《電(dian)工(gong)(gong)技(ji)(ji)術(shu)(shu)(shu)》的(de)(de)(de)(de)(de)(de)(de)(de)授課以課堂教(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)為(wei)(wei)主(zhu)。實驗(yan)和(he)實踐(jian)(jian)的(de)(de)(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)時數(shu)相(xiang)對較少(shao)，直接導(dao)致當課程(cheng)(cheng)(cheng)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)完后(hou)，大部分(fen)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)只能(neng)做電(dian)工(gong)(gong)技(ji)(ji)術(shu)(shu)(shu)相(xiang)關知(zhi)(zhi)(zhi)識點(dian)理(li)(li)論推導(dao)，卻不能(neng)知(zhi)(zhi)(zhi)其本質(zhi)原(yuan)理(li)(li)。究(jiu)其原(yuan)因，我們的(de)(de)(de)(de)(de)(de)(de)(de)理(li)(li)論、實驗(yan)、實踐(jian)(jian)教(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)脫鉤了，且(qie)實踐(jian)(jian)環(huan)(huan)節(jie)進(jin)(jin)(jin)行(xing)(xing)的(de)(de)(de)(de)(de)(de)(de)(de)太(tai)少(shao)。但是如果(guo)過(guo)多地進(jin)(jin)(jin)行(xing)(xing)實驗(yan)和(he)實踐(jian)(jian)教(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)，我們的(de)(de)(de)(de)(de)(de)(de)(de)課程(cheng)(cheng)(cheng)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)時數(shu)又不夠(gou)。因此，對電(dian)工(gong)(gong)技(ji)(ji)術(shu)(shu)(shu)等應用為(wei)(wei)主(zhu)的(de)(de)(de)(de)(de)(de)(de)(de)重要課程(cheng)(cheng)(cheng)，理(li)(li)論、實驗(yan)和(he)實踐(jian)(jian)教(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)應當綜合考慮，同步進(jin)(jin)(jin)行(xing)(xing)。理(li)(li)論學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習和(he)實驗(yan)及實踐(jian)(jian)的(de)(de)(de)(de)(de)(de)(de)(de)開展應當在同一次課中完成(cheng)。部分(fen)難以與(yu)理(li)(li)論和(he)實驗(yan)綜合進(jin)(jin)(jin)行(xing)(xing)的(de)(de)(de)(de)(de)(de)(de)(de)實踐(jian)(jian)環(huan)(huan)節(jie)在課程(cheng)(cheng)(cheng)教(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)期(qi)間可單獨(du)安排，穿行(xing)(xing)。這樣的(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)模(mo)(mo)(mo)式(shi)，更(geng)能(neng)做出地方本科院校的(de)(de)(de)(de)(de)(de)(de)(de)特(te)點(dian)。本文能(neng)夠(gou)為(wei)(wei)《電(dian)工(gong)(gong)技(ji)(ji)術(shu)(shu)(shu)》課程(cheng)(cheng)(cheng)提(ti)供(gong)全(quan)(quan)新的(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)模(mo)(mo)(mo)式(shi)，培(pei)養學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)實際應用能(neng)力，使學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)全(quan)(quan)面掌(zhang)握《電(dian)工(gong)(gong)技(ji)(ji)術(shu)(shu)(shu)》的(de)(de)(de)(de)(de)(de)(de)(de)相(xiang)關知(zhi)(zhi)(zhi)識。此外，本文提(ti)及的(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)模(mo)(mo)(mo)式(shi)可作(zuo)為(wei)(wei)工(gong)(gong)科課程(cheng)(cheng)(cheng)全(quan)(quan)新教(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)方法的(de)(de)(de)(de)(de)(de)(de)(de)探索(suo)。

二、《電工技術》教材分析

現有的(de)本科《電(dian)(dian)(dian)工技(ji)術(shu)》教(jiao)(jiao)(jiao)學主(zhu)要以秦曾煌(huang)主(zhu)編(bian)(bian)(bian)的(de)高教(jiao)(jiao)(jiao)版教(jiao)(jiao)(jiao)材為(wei)(wei)主(zhu)，總共包(bao)含13個章節，分(fen)別為(wei)(wei)：電(dian)(dian)(dian)路(lu)(lu)的(de)基本概念與(yu)基本定律、電(dian)(dian)(dian)路(lu)(lu)的(de)分(fen)析(xi)方(fang)法(fa)、電(dian)(dian)(dian)路(lu)(lu)的(de)暫態分(fen)析(xi)、正弦交流電(dian)(dian)(dian)路(lu)(lu)、三相電(dian)(dian)(dian)路(lu)(lu)、磁路(lu)(lu)與(yu)鐵心線圈(quan)電(dian)(dian)(dian)路(lu)(lu)、交流電(dian)(dian)(dian)動(dong)機、直流電(dian)(dian)(dian)動(dong)機、控(kong)(kong)(kong)制(zhi)(zhi)電(dian)(dian)(dian)機、繼電(dian)(dian)(dian)接觸(chu)器(qi)控(kong)(kong)(kong)制(zhi)(zhi)系統、可編(bian)(bian)(bian)程控(kong)(kong)(kong)制(zhi)(zhi)器(qi)及其應用、工業(ye)企業(ye)供電(dian)(dian)(dian)與(yu)安全用電(dian)(dian)(dian)、電(dian)(dian)(dian)工測量。其他(ta)教(jiao)(jiao)(jiao)材基本內容與(yu)上(shang)述教(jiao)(jiao)(jiao)材一致(zhi)，如方(fang)厚輝(hui)主(zhu)編(bian)(bian)(bian)的(de)《電(dian)(dian)(dian)工技(ji)術(shu)》主(zhu)要內容分(fen)為(wei)(wei)三個部分(fen)：電(dian)(dian)(dian)路(lu)(lu)、傳動(dong)與(yu)控(kong)(kong)(kong)制(zhi)(zhi)、電(dian)(dian)(dian)工測量與(yu)安全用電(dian)(dian)(dian)。由(you)上(shang)可知，高等學校的(de)《電(dian)(dian)(dian)工技(ji)術(shu)》教(jiao)(jiao)(jiao)材內容沒有太多變化。我校采用的(de)是秦曾煌(huang)老(lao)師主(zhu)編(bian)(bian)(bian)的(de)教(jiao)(jiao)(jiao)材，以此(ci)教(jiao)(jiao)(jiao)材為(wei)(wei)基礎，對(dui)教(jiao)(jiao)(jiao)學內容進行研究。

三、課(ke)程內容模塊化

依據我校定位及專(zhuan)業要求，將現有教材內容重新編(bian)排，劃分(fen)為(wei)4大模塊9項專(zhuan)題。主要根(gen)據直(zhi)流(liu)電(dian)(dian)(dian)(dian)和(he)交(jiao)流(liu)電(dian)(dian)(dian)(dian)兩大分(fen)類(lei)，將原(yuan)有課程內容分(fen)為(wei)電(dian)(dian)(dian)(dian)學(xue)綜(zong)述(shu)、直(zhi)流(liu)模塊、交(jiao)流(liu)模塊和(he)電(dian)(dian)(dian)(dian)機的(de)(de)控制。電(dian)(dian)(dian)(dian)學(xue)綜(zong)述(shu)為(wei)引導型內容，培養學(xue)生興趣，建立模塊化內容之(zhi)間的(de)(de)關(guan)系(xi)，宏觀闡述(shu)電(dian)(dian)(dian)(dian)學(xue)學(xue)科的(de)(de)重要性(xing)及其與他學(xue)科的(de)(de)關(guan)系(xi)；直(zhi)流(liu)模塊包括耗能元件(jian)(jian)直(zhi)流(liu)電(dian)(dian)(dian)(dian)路、儲能元件(jian)(jian)直(zhi)流(liu)電(dian)(dian)(dian)(dian)路、直(zhi)流(liu)電(dian)(dian)(dian)(dian)機；交(jiao)流(liu)模塊包括儲能元件(jian)(jian)交(jiao)流(liu)電(dian)(dian)(dian)(dian)路、三相交(jiao)流(liu)電(dian)(dian)(dian)(dian)路、交(jiao)流(liu)電(dian)(dian)(dian)(dian)機；電(dian)(dian)(dian)(dian)機的(de)(de)控制包括低壓電(dian)(dian)(dian)(dian)器控制電(dian)(dian)(dian)(dian)機、PLC控制電(dian)(dian)(dian)(dian)機。

四、教(jiao)授內容項目(mu)化

依據(ju)模塊(kuai)化(hua)后的專題(ti)，構建(jian)(jian)若(ruo)干小(xiao)項目(mu)(mu)，項目(mu)(mu)內(nei)容(rong)(rong)盡量與實踐(jian)建(jian)(jian)立關系，以實物(wu)研(yan)究為主導(dao)。必要時(shi)可在企業完成項目(mu)(mu)。學生組成團隊選擇、設計(ji)、實施項目(mu)(mu)的同時(shi)，除了能(neng)(neng)深刻理解(jie)課程內(nei)容(rong)(rong)外，更(geng)能(neng)(neng)加強其認知能(neng)(neng)力(li)、決策能(neng)(neng)力(li)、應(ying)用能(neng)(neng)力(li)和合作能(neng)(neng)力(li)。依據(ju)模塊(kuai)化(hua)的專題(ti)及(ji)項目(mu)(mu)，重(zhong)新編排(pai)綜合化(hua)的教材輔助教學。同時(shi)可以在各個項目(mu)(mu)之間(jian)穿(chuan)插參觀實習和比賽等實踐(jian)性內(nei)容(rong)(rong)。

五(wu)、教學形式綜合化(hua)

作為(wei)工科應用(yong)型為(wei)主(zhu)(zhu)的(de)(de)(de)(de)(de)重要(yao)課程，理論(lun)學(xue)習(xi)、實(shi)驗和實(shi)踐應當綜合進行。理論(lun)上(shang)的(de)(de)(de)(de)(de)學(xue)習(xi)和實(shi)驗的(de)(de)(de)(de)(de)開展及實(shi)踐的(de)(de)(de)(de)(de)進行應當在同一(yi)個項(xiang)目中(zhong)完成。通過導(dao)課，闡述課程和生活的(de)(de)(de)(de)(de)關系，提(ti)升學(xue)生學(xue)習(xi)興趣，融入創新(xin)理念(nian)，融入學(xue)生討論(lun)為(wei)主(zhu)(zhu)導(dao)的(de)(de)(de)(de)(de)教學(xue)方法，融入項(xiang)目研究，其中(zhong)：知識(shi)背(bei)景與(yu)基(ji)本知識(shi)點講授占到(dao)(dao)課時的(de)(de)(de)(de)(de)35％，以(yi)學(xue)生為(wei)主(zhu)(zhu)導(dao)的(de)(de)(de)(de)(de)專題討論(lun)占到(dao)(dao)課時的(de)(de)(de)(de)(de)30％，圍繞(rao)項(xiang)目的(de)(de)(de)(de)(de)綜合應用(yong)占到(dao)(dao)課時的(de)(de)(de)(de)(de)35％。上(shang)課地點要(yao)依據項(xiang)目靈活選擇(ze)，主(zhu)(zhu)要(yao)在配備(bei)各種(zhong)實(shi)驗器材的(de)(de)(de)(de)(de)實(shi)驗室完成教學(xue)。

六、教學思(si)維一體(ti)化

教學(xue)過程(cheng)中(zhong)充(chong)(chong)分(fen)融入理論、實驗、實踐三位一(yi)體(ti)的(de)(de)綜合(he)性(xing)教學(xue)思(si)(si)維(wei)(wei)(wei)。同時要貫穿(chuan)以下思(si)(si)維(wei)(wei)(wei)進(jin)行教學(xue)指(zhi)導。舉例如下：立體(ti)思(si)(si)維(wei)(wei)(wei)，學(xue)生在(zai)進(jin)行電(dian)(dian)(dian)(dian)路分(fen)析時，看到(dao)的(de)(de)電(dian)(dian)(dian)(dian)路圖是平面(mian)的(de)(de)，因此常常將電(dian)(dian)(dian)(dian)路慣性(xing)理解(jie)為“平面(mian)電(dian)(dian)(dian)(dian)路”。而電(dian)(dian)(dian)(dian)路圖是由實際電(dian)(dian)(dian)(dian)路模型(xing)化得到(dao)的(de)(de)，其(qi)代(dai)表的(de)(de)電(dian)(dian)(dian)(dian)路是立體(ti)的(de)(de)。虛接思(si)(si)維(wei)(wei)(wei)，可(ke)以隨(sui)意構成虛擬回路，盡管這(zhe)樣的(de)(de)電(dian)(dian)(dian)(dian)路未必有電(dian)(dian)(dian)(dian)流(liu)，但(dan)是對(dui)于問題的(de)(de)解(jie)決卻起(qi)到(dao)了至(zhi)關重(zhong)要的(de)(de)作用(yong)。串(chuan)(chuan)(chuan)并聯(lian)思(si)(si)維(wei)(wei)(wei)，在(zai)電(dian)(dian)(dian)(dian)路分(fen)析和設(she)計中(zhong)，充(chong)(chong)分(fen)應用(yong)串(chuan)(chuan)(chuan)聯(lian)思(si)(si)維(wei)(wei)(wei)和并聯(lian)思(si)(si)維(wei)(wei)(wei)，串(chuan)(chuan)(chuan)聯(lian)思(si)(si)維(wei)(wei)(wei)是控制，并聯(lian)思(si)(si)維(wei)(wei)(wei)是拓展。

七、應用舉例

正(zheng)(zheng)反轉(zhuan)控制(zhi)(zhi)(zhi)三(san)相電(dian)機(ji)屬于(yu)低壓(ya)電(dian)氣(qi)控制(zhi)(zhi)(zhi)電(dian)機(ji)模(mo)塊中的(de)(de)一(yi)個項(xiang)目(mu)。教(jiao)學(xue)以項(xiang)目(mu)的(de)(de)形(xing)式(shi)開(kai)展，配套獨立教(jiao)材，在(zai)低壓(ya)電(dian)器(qi)實驗(yan)室完成(cheng)。導課和(he)理(li)論(lun)內(nei)容講解時(shi)間占到本次項(xiang)目(mu)的(de)(de)35％，在(zai)理(li)論(lun)講解時(shi)充分應用串并(bing)聯思維。在(zai)單電(dian)機(ji)直(zhi)接啟動控制(zhi)(zhi)(zhi)線(xian)(xian)路(lu)的(de)(de)基(ji)礎(chu)上，并(bing)聯相同的(de)(de)直(zhi)接起(qi)動控制(zhi)(zhi)(zhi)線(xian)(xian)路(lu)，而后(hou)以此基(ji)礎(chu)上進(jin)行(xing)(xing)正(zheng)(zheng)反轉(zhuan)設計，學(xue)生(sheng)理(li)解起(qi)來(lai)較快。然后(hou)花費30％的(de)(de)時(shi)間進(jin)行(xing)(xing)分組討論(lun)，并(bing)自(zi)行(xing)(xing)設計正(zheng)(zheng)反轉(zhuan)連線(xian)(xian)，同時(shi)將器(qi)件與原理(li)圖一(yi)一(yi)匹配。最后(hou)應用35％的(de)(de)時(shi)間進(jin)行(xing)(xing)線(xian)(xian)路(lu)連接和(he)實驗(yan)驗(yan)證。期間老師也可參(can)與討論(lun)，但是主(zhu)要起(qi)到指導的(de)(de)作用。

八、總結

對《電工技術》教學(xue)內容(rong)進(jin)(jin)行(xing)模(mo)塊化，模(mo)塊化后的專(zhuan)題(ti)又進(jin)(jin)行(xing)了(le)項目劃(hua)分(fen)，依據項目，開展理論(lun)、實驗、實踐(jian)三位(wei)一(yi)體(ti)的教學(xue)探索(suo)，從而在(zai)實踐(jian)方面對學(xue)生進(jin)(jin)行(xing)有目的的培養。本(ben)課(ke)(ke)程(cheng)的最終(zhong)應(ying)(ying)用(yong)效果(guo)為，《電工技術》課(ke)(ke)程(cheng)主要在(zai)配備大(da)量(liang)實驗器材的實驗室授課(ke)(ke)，理論(lun)講(jiang)解時間占比(bi)較(jiao)低(di)，剩下時間均進(jin)(jin)行(xing)討論(lun)、實驗和(he)實踐(jian)。榆林學(xue)院已應(ying)(ying)用(yong)本(ben)教學(xue)模(mo)式(shi)對電工技術教學(xue)進(jin)(jin)行(xing)了(le)初步(bu)的試驗，效果(guo)顯著(zhu)，學(xue)生反映較(jiao)好。本(ben)教學(xue)模(mo)式(shi)的探索(suo)還(huan)在(zai)路上，需要進(jin)(jin)一(yi)步(bu)的完(wan)善和(he)總結。希(xi)望(wang)能對其他課(ke)(ke)程(cheng)的教學(xue)起到參考作用(yong)。

參考文獻：

［1］何紹芬．試論(lun)地方(fang)本科院校(xiao)高(gao)素質應用型人(ren)才(cai)培養模式［J］．中國成人(ren)教育，2016（18）：71－73．

［2］康(kang)重慶(qing)，董嘉佳，董鴻，孫勁松．電氣工程學科本科拔尖(jian)創新人才培養的探索［J］．高等(deng)工程教育研(yan)究，2010，（5）：132－137．

［3］秦曾煌．電工技(ji)術［M］．北京：高等教育出版社(she)，2009．

篇3

       

     ;   (二)集(ji)中技(ji)能培(pei)訓(xun)集(ji)中技(ji)能培(pei)訓(xun)是針對具體問(wen)題(ti)，學(xue)生通過器件選擇(ze)、產(chan)品(pin)制作、安裝調試(shi)等訓(xun)練(lian)，熟(shu)悉電(dian)工、電(dian)子產(chan)品(pin)的(de)制造工藝(yi)以及器件和(he)電(dian)路(lu)的(de)安裝、測試(shi)和(he)調試(shi)方法。在內容(rong)選擇(ze)上(shang)，與現(xian)代電(dian)工電(dian)子技(ji)術實際應用(yong)并將國(guo)家(jia)職業技(ji)能考核(he)標準融入(ru)教學(xue)內容(rong)中;在訓(xun)練(lian)方法上(shang)，讓(rang)學(xue)生身臨實踐現(xian)場“真刀真槍”地(di)訓(xun)練(lian)。

        (三)創新實(shi)(shi)踐(jian)活動創新實(shi)(shi)踐(jian)活動安排在(zai)(zai)課外進(jin)行(xing)(xing)，針對各專(zhuan)業常(chang)見的(de)(de)(de)實(shi)(shi)際問(wen)題以(yi)及(ji)電(dian)(dian)(dian)子(zi)設計競賽、電(dian)(dian)(dian)工(gong)數學(xue)建模競賽和(he)電(dian)(dian)(dian)工(gong)技能鑒定等(deng)活動，開展綜合訓練、創新設計或自主實(shi)(shi)驗，對學(xue)生(sheng)電(dian)(dian)(dian)工(gong)電(dian)(dian)(dian)子(zi)技術(shu)(shu)的(de)(de)(de)應(ying)用能力進(jin)行(xing)(xing)再(zai)提(ti)高(gao)。同(tong)時(shi)(shi)，結合各專(zhuan)業學(xue)生(sheng)的(de)(de)(de)生(sheng)產實(shi)(shi)習(xi)和(he)畢業實(shi)(shi)習(xi)，有針對性地(di)進(jin)行(xing)(xing)相關(guan)設備(bei)的(de)(de)(de)電(dian)(dian)(dian)工(gong)電(dian)(dian)(dian)子(zi)技術(shu)(shu)方面的(de)(de)(de)實(shi)(shi)踐(jian)。在(zai)(zai)學(xue)生(sheng)進(jin)行(xing)(xing)生(sheng)產實(shi)(shi)習(xi)和(he)畢業實(shi)(shi)習(xi)的(de)(de)(de)時(shi)(shi)候，根(gen)據現場電(dian)(dian)(dian)工(gong)電(dian)(dian)(dian)子(zi)技術(shu)(shu)應(ying)用的(de)(de)(de)實(shi)(shi)際，給學(xue)生(sheng)布(bu)置電(dian)(dian)(dian)工(gong)電(dian)(dian)(dian)子(zi)技術(shu)(shu)方面的(de)(de)(de)實(shi)(shi)習(xi)內容(rong)，學(xue)生(sheng)在(zai)(zai)專(zhuan)業實(shi)(shi)習(xi)的(de)(de)(de)同(tong)時(shi)(shi)，得到電(dian)(dian)(dian)工(gong)電(dian)(dian)(dian)子(zi)技能與(yu)能力的(de)(de)(de)培養(yang)。

教(jiao)學(xue)方法和教(jiao)學(xue)手段的改(gai)革(ge)

學(xue)(xue)生(sheng)(sheng)(sheng)利用課(ke)外(wai)時(shi)間，通(tong)過查(cha)閱文獻(xian)、咨詢等(deng)多種(zhong)渠道開展自(zi)學(xue)(xue)活(huo)動，構建各自(zi)獨(du)到的(de)(de)(de)見解。組織(zhi)(zhi)討論。教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)在課(ke)堂(tang)組織(zhi)(zhi)學(xue)(xue)生(sheng)(sheng)(sheng)開展討論。在討論中，教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)要注重啟(qi)發引導(dao)，并根據(ju)實(shi)(shi)際(ji)情況(kuang)設疑(yi)、質疑(yi)，充分調動學(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)思(si)維，主動思(si)考，踴躍發言。對于錯誤的(de)(de)(de)、模糊的(de)(de)(de)觀點(dian)，教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)要及時(shi)予以糾正(zheng)。效(xiao)果評(ping)價(jia)(jia)(jia)。評(ping)價(jia)(jia)(jia)采(cai)用學(xue)(xue)生(sheng)(sheng)(sheng)自(zi)我評(ping)價(jia)(jia)(jia)、同學(xue)(xue)之間評(ping)價(jia)(jia)(jia)和教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)評(ping)價(jia)(jia)(jia)相結(jie)合(he)的(de)(de)(de)方式(shi)進(jin)行。通(tong)過同學(xue)(xue)評(ping)價(jia)(jia)(jia)加深知識(shi)的(de)(de)(de)理解和掌(zhang)握(wo)，促進(jin)共同進(jin)步(bu);通(tong)過教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)的(de)(de)(de)評(ping)價(jia)(jia)(jia)，指出存(cun)在的(de)(de)(de)問(wen)(wen)題，并為學(xue)(xue)生(sheng)(sheng)(sheng)布(bu)置課(ke)后思(si)考題，進(jin)一步(bu)實(shi)(shi)現知識(shi)的(de)(de)(de)升(sheng)華(hua)。PBL教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)法的(de)(de)(de)靈活(huo)運用，不僅提高了學(xue)(xue)生(sheng)(sheng)(sheng)對電(dian)(dian)工(gong)電(dian)(dian)子(zi)基(ji)本(ben)知識(shi)和基(ji)本(ben)理論的(de)(de)(de)掌(zhang)握(wo)和理解，而且培養了學(xue)(xue)生(sheng)(sheng)(sheng)自(zi)學(xue)(xue)能力(li)、探究問(wen)(wen)題、分析問(wen)(wen)題、解決問(wen)(wen)題、歸納整合(he)和交流表達、團隊合(he)作等(deng)實(shi)(shi)際(ji)工(gong)作能力(li)。集中實(shi)(shi)踐教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)采(cai)用任務驅動教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)模式(shi)在電(dian)(dian)工(gong)工(gong)藝實(shi)(shi)習和電(dian)(dian)子(zi)工(gong)藝實(shi)(shi)習等(deng)集中實(shi)(shi)踐教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)中，采(cai)用任務驅動教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)模式(shi)組織(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)活(huo)動，培養學(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)綜合(he)應(ying)用能力(li)。

篇4

【關鍵(jian)詞】“三農”安全；管理措施(shi)

引言

農(nong)電(dian)(dian)(dian)體(ti)制(zhi)改革(ge)后(hou)，打破了原有的(de)縣(xian)級供電(dian)(dian)(dian)企業的(de)安(an)全(quan)管理(li)(li)模(mo)式，農(nong)電(dian)(dian)(dian)安(an)全(quan)管理(li)(li)范(fan)圍擴大(da)，供電(dian)(dian)(dian)企業的(de)安(an)全(quan)責任和(he)風(feng)險加(jia)大(da)，抓(zhua)好農(nong)電(dian)(dian)(dian)安(an)全(quan)管理(li)(li)尤為重要，健(jian)全(quan)和(he)完善農(nong)電(dian)(dian)(dian)安(an)全(quan)管理(li)(li)規章制(zhi)度刻不容(rong)緩。這里提出的(de)“三農(nong)”安(an)全(quan)是(shi)：農(nong)村(cun)電(dian)(dian)(dian)網(wang)安(an)全(quan)、農(nong)村(cun)電(dian)(dian)(dian)工安(an)全(quan)、農(nong)村(cun)居民(min)(min)用(yong)電(dian)(dian)(dian)安(an)全(quan)，鄉(xiang)（鎮(zhen)）供電(dian)(dian)(dian)所只有切(qie)實搞好各(ge)項安(an)全(quan)管理(li)(li)，才能(neng)更好地為農(nong)村(cun)發展、農(nong)業增產、農(nong)民(min)(min)增收，促進農(nong)民(min)(min)致富奔(ben)小(xiao)康做(zuo)出應有的(de)貢獻。因此，如何(he)加(jia)強(qiang)安(an)全(quan)管理(li)(li)，提升鄉(xiang)（鎮(zhen)）供電(dian)(dian)(dian)所安(an)全(quan)管理(li)(li)水平，是(shi)一個值得研(yan)究和(he)探討的(de)問題(ti)。

一、農村電網安全

鄉(xiang)（鎮）供電(dian)(dian)(dian)(dian)(dian)(dian)所管(guan)(guan)理(li)范(fan)圍內的(de)農(nong)村(cun)(cun)電(dian)(dian)(dian)(dian)(dian)(dian)網(wang)應(ying)為：10KV線(xian)路(lu)(lu)、配(pei)電(dian)(dian)(dian)(dian)(dian)(dian)變壓(ya)器、380/220V線(xian)路(lu)(lu)、低壓(ya)配(pei)電(dian)(dian)(dian)(dian)(dian)(dian)裝置(zhi)等(deng)的(de)供電(dian)(dian)(dian)(dian)(dian)(dian)設(she)(she)施(shi)(shi)(shi)(shi)。農(nong)村(cun)(cun)電(dian)(dian)(dian)(dian)(dian)(dian)網(wang)應(ying)從規(gui)劃設(she)(she)計(ji)、施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)架設(she)(she)、運(yun)行(xing)(xing)、維(wei)護(hu)、檢(jian)修等(deng)方面著手(shou)安(an)(an)(an)全(quan)管(guan)(guan)理(li)。積極開(kai)展“危險點(dian)分(fen)析預(yu)控”，穩步推行(xing)(xing)現場(chang)工(gong)(gong)(gong)(gong)(gong)作(zuo)的(de)程(cheng)(cheng)(cheng)(cheng)序化、標(biao)準化作(zuo)業(ye)。一是(shi)(shi)(shi)對(dui)農(nong)村(cun)(cun)電(dian)(dian)(dian)(dian)(dian)(dian)網(wang)新(xin)建(jian)(jian)、改(gai)(gai)建(jian)(jian)、擴建(jian)(jian)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)的(de)設(she)(she)計(ji)，以及(ji)檢(jian)修、變更、施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)、竣工(gong)(gong)(gong)(gong)(gong)驗收等(deng)實(shi)行(xing)(xing)全(quan)過程(cheng)(cheng)(cheng)(cheng)安(an)(an)(an)全(quan)監(jian)督；二是(shi)(shi)(shi)農(nong)村(cun)(cun)電(dian)(dian)(dian)(dian)(dian)(dian)網(wang)在規(gui)劃設(she)(she)計(ji)中(zhong)一定(ding)(ding)要(yao)(yao)(yao)按照《農(nong)村(cun)(cun)低壓(ya)電(dian)(dian)(dian)(dian)(dian)(dian)力技術規(gui)程(cheng)(cheng)(cheng)(cheng)》、《農(nong)村(cun)(cun)低壓(ya)電(dian)(dian)(dian)(dian)(dian)(dian)氣安(an)(an)(an)全(quan)規(gui)程(cheng)(cheng)(cheng)(cheng)》、《農(nong)村(cun)(cun)安(an)(an)(an)全(quan)用電(dian)(dian)(dian)(dian)(dian)(dian)規(gui)程(cheng)(cheng)(cheng)(cheng)》等(deng)相關(guan)規(gui)程(cheng)(cheng)(cheng)(cheng)為原則，搜集有關(guan)設(she)(she)計(ji)資(zi)料，寫出初步設(she)(she)計(ji)說明(ming)書、投資(zi)概算、動工(gong)(gong)(gong)(gong)(gong)圖紙、負荷預(yu)測(ce)、施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)方案等(deng)；三是(shi)(shi)(shi)農(nong)村(cun)(cun)電(dian)(dian)(dian)(dian)(dian)(dian)網(wang)在施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)中(zhong)，一定(ding)(ding)要(yao)(yao)(yao)按照《農(nong)村(cun)(cun)電(dian)(dian)(dian)(dian)(dian)(dian)網(wang)建(jian)(jian)設(she)(she)與改(gai)(gai)造(zao)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)安(an)(an)(an)全(quan)管(guan)(guan)理(li)辦法(fa)》和《農(nong)村(cun)(cun)電(dian)(dian)(dian)(dian)(dian)(dian)網(wang)建(jian)(jian)設(she)(she)與改(gai)(gai)造(zao)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)現場(chang)安(an)(an)(an)全(quan)措施(shi)(shi)(shi)(shi)》及(ji)《電(dian)(dian)(dian)(dian)(dian)(dian)力安(an)(an)(an)全(quan)工(gong)(gong)(gong)(gong)(gong)作(zuo)規(gui)程(cheng)(cheng)(cheng)(cheng)》、《安(an)(an)(an)全(quan)生(sheng)(sheng)產(chan)(chan)工(gong)(gong)(gong)(gong)(gong)作(zuo)規(gui)定(ding)(ding)》，認真(zhen)組織，精心施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)，嚴格執(zhi)行(xing)(xing)“兩票三制一卡”，強化安(an)(an)(an)全(quan)管(guan)(guan)理(li)，完(wan)善施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)監(jian)理(li)，通過制定(ding)(ding)危險點(dian)分(fen)析預(yu)控措施(shi)(shi)(shi)(shi)，規(gui)范(fan)施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)現場(chang)人員行(xing)(xing)為，加(jia)大(da)違(wei)章考核(he)力度，杜絕人身傷(shang)亡(wang)事故(gu)的(de)發生(sheng)(sheng)；四是(shi)(shi)(shi)農(nong)村(cun)(cun)電(dian)(dian)(dian)(dian)(dian)(dian)網(wang)竣工(gong)(gong)(gong)(gong)(gong)后，要(yao)(yao)(yao)組織驗收，對(dui)所施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)的(de)設(she)(she)施(shi)(shi)(shi)(shi)要(yao)(yao)(yao)符(fu)(fu)合設(she)(she)計(ji)要(yao)(yao)(yao)求及(ji)相關(guan)規(gui)定(ding)(ding)，特別是(shi)(shi)(shi)電(dian)(dian)(dian)(dian)(dian)(dian)力線(xian)路(lu)(lu)的(de)線(xian)間距離、交跨距離、對(dui)地距離要(yao)(yao)(yao)符(fu)(fu)合規(gui)定(ding)(ding)；五(wu)是(shi)(shi)(shi)在從事農(nong)村(cun)(cun)電(dian)(dian)(dian)(dian)(dian)(dian)網(wang)運(yun)行(xing)(xing)、維(wei)護(hu)、檢(jian)修的(de)工(gong)(gong)(gong)(gong)(gong)作(zuo)中(zhong)，防止發生(sheng)(sheng)觸電(dian)(dian)(dian)(dian)(dian)(dian)事故(gu)和高空跌落事故(gu)，推動全(quan)所創造(zao)穩定(ding)(ding)的(de)安(an)(an)(an)全(quan)生(sheng)(sheng)產(chan)(chan)新(xin)局面，提高農(nong)電(dian)(dian)(dian)(dian)(dian)(dian)安(an)(an)(an)全(quan)管(guan)(guan)理(li)水平；六是(shi)(shi)(shi)加(jia)大(da)《電(dian)(dian)(dian)(dian)(dian)(dian)力法(fa)》《電(dian)(dian)(dian)(dian)(dian)(dian)力設(she)(she)施(shi)(shi)(shi)(shi)保(bao)護(hu)條例》等(deng)有關(guan)法(fa)律法(fa)規(gui)的(de)宣傳力度，管(guan)(guan)理(li)好農(nong)村(cun)(cun)電(dian)(dian)(dian)(dian)(dian)(dian)網(wang)，是(shi)(shi)(shi)農(nong)村(cun)(cun)供電(dian)(dian)(dian)(dian)(dian)(dian)所現場(chang)安(an)(an)(an)全(quan)工(gong)(gong)(gong)(gong)(gong)作(zuo)的(de)重頭戲，網(wang)上設(she)(she)備的(de)運(yun)行(xing)(xing)缺(que)陷，嚴重威(wei)脅著農(nong)電(dian)(dian)(dian)(dian)(dian)(dian)企業(ye)的(de)安(an)(an)(an)全(quan)生(sheng)(sheng)產(chan)(chan)，它是(shi)(shi)(shi)安(an)(an)(an)全(quan)生(sheng)(sheng)產(chan)(chan)活動中(zhong)最(zui)大(da)的(de)攔路(lu)(lu)虎，為止，要(yao)(yao)(yao)打掉這只攔路(lu)(lu)虎，首先必須舍得(de)投入資(zi)金，做好設(she)(she)備的(de)預(yu)防性試驗，并(bing)及(ji)時消除設(she)(she)備的(de)運(yun)行(xing)(xing)缺(que)陷，提高設(she)(she)備的(de)健(jian)康水平。

二、農村電工安全

1.鄉（鎮(zhen)）供電(dian)所(suo)(suo)所(suo)(suo)長(chang)(chang)是(shi)本單位安(an)(an)全(quan)生(sheng)產(chan)第一責(ze)任人，首(shou)先(xian)要(yao)(yao)發(fa)揮供電(dian)所(suo)(suo)所(suo)(suo)長(chang)(chang)在農(nong)(nong)(nong)村供用(yong)電(dian)安(an)(an)全(quan)管理中的(de)(de)重(zhong)要(yao)(yao)作(zuo)用(yong)。提高(gao)所(suo)(suo)長(chang)(chang)的(de)(de)安(an)(an)全(quan)意識是(shi)農(nong)(nong)(nong)村供用(yong)電(dian)安(an)(an)全(quan)的(de)(de)首(shou)要(yao)(yao)因(yin)素(su)，落實所(suo)(suo)長(chang)(chang)安(an)(an)全(quan)生(sheng)產(chan)責(ze)任制是(shi)抓(zhua)好農(nong)(nong)(nong)村用(yong)電(dian)安(an)(an)全(quan)的(de)(de)關(guan)鍵所(suo)(suo)在，發(fa)揮所(suo)(suo)長(chang)(chang)基層(ceng)領(ling)導作(zuo)用(yong)是(shi)農(nong)(nong)(nong)村用(yong)電(dian)安(an)(an)全(quan)的(de)(de)重(zhong)要(yao)(yao)保證。所(suo)(suo)長(chang)(chang)是(shi)一個供電(dian)所(suo)(suo)的(de)(de)核心(xin)，其能力的(de)(de)大小、素(su)質的(de)(de)高(gao)、低(di)直(zhi)接影響到整個供電(dian)所(suo)(suo)的(de)(de)管理水平。要(yao)(yao)求所(suo)(suo)長(chang)(chang)在開展工作(zuo)中，要(yao)(yao)擺(bai)正安(an)(an)全(quan)與生(sheng)產(chan)的(de)(de)關(guan)系(xi)，確保不(bu)違章指揮，精心(xin)組織好各(ge)項安(an)(an)全(quan)生(sheng)產(chan)活動。

2.農(nong)村電(dian)(dian)工直接在(zai)供電(dian)(dian)所(suo)所(suo)長的(de)(de)領(ling)導之下(xia)開展各項安全管(guan)(guan)理(li)工作(zuo)，他(ta)們(men)處在(zai)農(nong)村用電(dian)(dian)管(guan)(guan)理(li)工作(zuo)的(de)(de)第一線，是(shi)整個(ge)農(nong)電(dian)(dian)工作(zuo)的(de)(de)重要(yao)(yao)組成部(bu)份，應該引起我們(men)的(de)(de)高度重視。目前(qian)，農(nong)村電(dian)(dian)工還普遍存在(zai)文化水(shui)平(ping)低(di)、綜合素質(zhi)差、管(guan)(guan)理(li)水(shui)平(ping)低(di)的(de)(de)問題，雖然(ran)這(zhe)幾(ji)年(nian)來我們(men)公司也經過多次培訓、考核(he)、擇(ze)優錄取，但是(shi)這(zhe)不過是(shi)在(zai)“矮子(zi)里選(xuan)將軍”，大部(bu)分農(nong)村電(dian)(dian)工綜合素質(zhi)距(ju)規范化管(guan)(guan)理(li)標準(zhun)要(yao)(yao)求還有一定差距(ju)，從而限制了整體(ti)農(nong)村安全用電(dian)(dian)管(guan)(guan)理(li)水(shui)平(ping)的(de)(de)提高。

3.目前，鄉（鎮）供電(dian)所(suo)管(guan)理的(de)(de)首要(yao)工作應(ying)放在(zai)農(nong)村電(dian)工的(de)(de)培訓(xun)上，包括業(ye)務理論、生產技能、相(xiang)關法律法規等，通過(guo)多種形式，全(quan)方位地(di)進行嚴格的(de)(de)教(jiao)育培訓(xun)，要(yao)經常組織農(nong)村電(dian)工進行技術比武活動，從所(suo)長、生產班(ban)(ban)長、營業(ye)班(ban)(ban)長開始，讓(rang)他(ta)們做(zuo)好(hao)一個領頭羊(yang)，才能更好(hao)地(di)打開一個農(nong)電(dian)管(guan)理的(de)(de)新(xin)局(ju)面(mian)。

4.建立健全科學管理的(de)(de)規章制度，依照《國家電(dian)網公(gong)司(si)農電(dian)安全生(sheng)(sheng)產(chan)有關(guan)管理辦法(fa)》《安全生(sheng)(sheng)產(chan)法(fa)》、《安全生(sheng)(sheng)產(chan)工作(zuo)規定》、《安全生(sheng)(sheng)產(chan)監督(du)規定》及省(sheng)、市供電(dian)公(gong)司(si)的(de)(de)有關(guan)安全生(sheng)(sheng)產(chan)制度，結合鄉（鎮）供電(dian)所的(de)(de)實際情況(kuang)，制定安全生(sheng)(sheng)產(chan)責任制，并落(luo)實到(dao)每個班組、每個崗位、每個人，做到(dao)“四不傷害”。一旦發(fa)現有違(wei)章作(zuo)業(ye)或不安全行為從嚴(yan)考核，對已經發(fa)生(sheng)(sheng)的(de)(de)各類事(shi)故，嚴(yan)格(ge)按照“四不放過”的(de)(de)原則調查(cha)、分(fen)析(xi)、處理，認真(zhen)吸取教訓，采取防范措施。堅決不允許同類事(shi)故的(de)(de)再次發(fa)生(sheng)(sheng)。

三、農村居(ju)民(min)用電安全

據有關資料報道：我國每年(nian)農(nong)村(cun)觸電(dian)(dian)死亡的(de)(de)人數高(gao)達1萬人左右，發生(sheng)在6kV以上高(gao)壓(ya)系統(tong)（含雷擊電(dian)(dian)壓(ya)觸電(dian)(dian)）中的(de)(de)約(yue)占事故總數的(de)(de)18%，而發生(sheng)在380/220V低壓(ya)電(dian)(dian)網的(de)(de)約(yue)為(wei)82%。農(nong)村(cun)居民(min)由于文化素質結構的(de)(de)差異，安(an)全(quan)(quan)(quan)(quan)用(yong)電(dian)(dian)的(de)(de)意識(shi)(shi)比較薄弱，自我保護意識(shi)(shi)不強，私拉亂(luan)接的(de)(de)現象比較嚴重，供電(dian)(dian)企業(ye)要(yao)廣泛深(shen)入開展《電(dian)(dian)力(li)法》、《電(dian)(dian)力(li)設施保護條例》、安(an)全(quan)(quan)(quan)(quan)用(yong)電(dian)(dian)知識(shi)(shi)的(de)(de)宣傳活動，如采用(yong)宣傳車在全(quan)(quan)(quan)(quan)縣、各鄉(xiang)鎮(zhen)范圍內進行巡回宣傳，在電(dian)(dian)視臺播(bo)放電(dian)(dian)力(li)安(an)全(quan)(quan)(quan)(quan)警(jing)示片，在交(jiao)通要(yao)道口設置安(an)全(quan)(quan)(quan)(quan)用(yong)電(dian)(dian)標語燈箱廣告，到(dao)中小(xiao)學校(xiao)進行安(an)全(quan)(quan)(quan)(quan)用(yong)電(dian)(dian)知識(shi)(shi)的(de)(de)講(jiang)解等，不拘(ju)形式地宣傳安(an)全(quan)(quan)(quan)(quan)用(yong)電(dian)(dian)的(de)(de)基本知識(shi)(shi)，達到(dao)提高(gao)全(quan)(quan)(quan)(quan)民(min)安(an)全(quan)(quan)(quan)(quan)用(yong)電(dian)(dian)的(de)(de)意識(shi)(shi)，防止傷害事故的(de)(de)發生(sheng)。

1.加(jia)強農(nong)村剩余電流保護(hu)裝置管理

防(fang)止(zhi)發(fa)(fa)生農(nong)(nong)村(cun)(cun)居民(min)間(jian)接(jie)觸(chu)電(dian)事故(gu)經過農(nong)(nong)網(wang)(wang)改造后的(de)低壓(ya)電(dian)網(wang)(wang)，由于(yu)產權的(de)變更(geng)，供電(dian)企業的(de)安全責任(ren)和(he)法律責任(ren)也隨產權延伸更(geng)直(zhi)接(jie)、更(geng)具(ju)體，因(yin)此在農(nong)(nong)村(cun)(cun)低壓(ya)電(dian)網(wang)(wang)完善安裝(zhuang)剩余電(dian)流(liu)動作(zuo)保(bao)(bao)護(hu)(hu)器，作(zuo)為安全用電(dian)技術措施的(de)重要后備保(bao)(bao)護(hu)(hu)就顯(xian)得更(geng)加(jia)必要，同時也必須(xu)告(gao)之(zhi)農(nong)(nong)村(cun)(cun)居民(min)用戶：安裝(zhuang)在農(nong)(nong)村(cun)(cun)配(pei)(pei)電(dian)臺區的(de)剩余電(dian)流(liu)動作(zuo)保(bao)(bao)護(hu)(hu)器，不是任(ren)何形式的(de)觸(chu)電(dian)都(dou)能保(bao)(bao)護(hu)(hu)的(de)，用戶必須(xu)安裝(zhuang)家用剩余電(dian)流(liu)斷路器，防(fang)止(zhi)家庭中可(ke)能發(fa)(fa)生的(de)直(zhi)接(jie)接(jie)觸(chu)觸(chu)電(dian)造成(cheng)傷亡事故(gu)，用電(dian)戶應具(ju)有自我保(bao)(bao)護(hu)(hu)意識。從而形成(cheng)農(nong)(nong)村(cun)(cun)低壓(ya)電(dian)網(wang)(wang)的(de)剩余電(dian)流(liu)保(bao)(bao)護(hu)(hu)二級、三級系統，使各(ge)級之(zhi)間(jian)相(xiang)互配(pei)(pei)合、分工明確、各(ge)司其職。

2.提供(gong)優質服務(wu)，增強農村居(ju)民安(an)全用(yong)電意識

農(nong)(nong)民(min)(min)在(zai)(zai)抗旱、排澇(lao)、澆灌、農(nong)(nong)忙(mang)季節(jie)，發(fa)(fa)(fa)生用電故(gu)障或(huo)遇(yu)到(dao)困難時(shi)，供(gong)電所(suo)搶修小分(fen)隊要(yao)(yao)迅速趕到(dao)現場，解決用電上的(de)(de)實際問題。隨著農(nong)(nong)村(cun)經濟的(de)(de)發(fa)(fa)(fa)展和農(nong)(nong)村(cun)居民(min)(min)收入的(de)(de)提高，大量(liang)家用電器(qi)(qi)(qi)進入尋常(chang)百姓家，由于(yu)(yu)多數農(nong)(nong)民(min)(min)對這(zhe)些電器(qi)(qi)(qi)的(de)(de)使用和維護知(zhi)(zhi)識(shi)知(zhi)(zhi)之(zhi)甚少，農(nong)(nong)村(cun)電工要(yao)(yao)能提供(gong)家用電器(qi)(qi)(qi)的(de)(de)選用、使用、維修方面的(de)(de)知(zhi)(zhi)識(shi)。對電能計量(liang)裝置出線側（產(chan)權(quan)(quan)(quan)分(fen)界點），農(nong)(nong)村(cun)居民(min)(min)用戶室(shi)內(nei)的(de)(de)電氣線路(lu)、設備的(de)(de)安裝、維修，要(yao)(yao)做到(dao)耐心(xin)解釋：以(yi)產(chan)權(quan)(quan)(quan)分(fen)界點為限，產(chan)權(quan)(quan)(quan)屬于(yu)(yu)誰，誰就是該產(chan)權(quan)(quan)(quan)的(de)(de)安全責任人。針對前期(qi)我縣發(fa)(fa)(fa)生的(de)(de)幾起農(nong)(nong)村(cun)觸電死(si)亡案例，遷扯了供(gong)電部門大量(liang)人力(li)、物(wu)力(li)、財力(li)。對于(yu)(yu)在(zai)(zai)安全檢(jian)查中發(fa)(fa)(fa)現的(de)(de)問題或(huo)違章建筑，及時(shi)下達《事(shi)故(gu)隱患通知(zhi)(zhi)書》，限期(qi)整改或(huo)拆除，否則造成(cheng)的(de)(de)一切后果由用戶自(zi)負。

篇5

1．《生(sheng)態農(nong)業與庭院經營》定價：13.40元/本

該書主(zhu)要闡述(shu)了(le)庭院(yuan)生態農(nong)(nong)業(ye)的(de)(de)基本(ben)理(li)(li)(li)論原(yuan)理(li)(li)(li)與方法，庭院(yuan)經營(ying)管理(li)(li)(li)的(de)(de)概念、要求及策略，新時期中國(guo)農(nong)(nong)業(ye)發展(zhan)的(de)(de)新理(li)(li)(li)念、新思路；著重介紹(shao)了(le)庭院(yuan)種植型(xing)、庭院(yuan)養殖型(xing)、庭院(yuan)能源利用型(xing)、庭院(yuan)資源綜合利用模(mo)式、庭院(yuan)無公害生產模(mo)式、庭院(yuan)休閑觀(guan)光旅游服(fu)務模(mo)式等主(zhu)要模(mo)式類(lei)型(xing)的(de)(de)組(zu)建(jian)及其關(guan)鍵實用技術。

2.《植物(wu)病蟲草(cao)鼠害診斷與防治(zhi)基礎》定(ding)價：8.30元/本

該書主要(yao)講授植物(wu)病(bing)蟲害、農(nong)(nong)田雜草(cao)、農(nong)(nong)田鼠害和(he)農(nong)(nong)藥(yao)施(shi)用(yong)的(de)基本知(zhi)識，著重講了(le)植物(wu)病(bing)蟲害的(de)調查、測(ce)報和(he)防(fang)治(zhi)；農(nong)(nong)田雜草(cao)的(de)種類、分布、習性及防(fang)治(zhi)技術(shu)；農(nong)(nong)田鼠害的(de)生活習性、預測(ce)預報及防(fang)治(zhi)措施(shi)；農(nong)(nong)藥(yao)類別、藥(yao)理(li)及安全施(shi)用(yong)的(de)基本方法(fa)和(he)技能。

3.《農業基礎化學》定價：9.90元/本(ben)

該書主要(yao)講述了(le)無機化(hua)學(xue)(xue)(xue)、分析化(hua)學(xue)(xue)(xue)、有(you)機化(hua)學(xue)(xue)(xue)和生(sheng)(sheng)物化(hua)學(xue)(xue)(xue)的(de)基(ji)本理(li)論知(zhi)識(shi)，旨在使學(xue)(xue)(xue)員掌握一些必要(yao)的(de)化(hua)學(xue)(xue)(xue)基(ji)礎知(zhi)識(shi)、基(ji)本原理(li)和基(ji)本技能，了(le)解化(hua)學(xue)(xue)(xue)在農(nong)業生(sheng)(sheng)產(chan)中的(de)應用，并能解決農(nong)業生(sheng)(sheng)產(chan)中的(de)一些化(hua)學(xue)(xue)(xue)問題。

4.《獸醫藥(yao)物臨床(chuang)應(ying)用》定價：12.70元/本(ben)

該書(shu)主要講述(shu)獸醫(yi)藥(yao)(yao)物(wu)應(ying)用(yong)基礎知識(shi)、抗微(wei)生物(wu)藥(yao)(yao)、抗寄生蟲藥(yao)(yao)、作(zuo)用(yong)于神(shen)經系(xi)(xi)統(tong)的(de)藥(yao)(yao)物(wu)、作(zuo)用(yong)于消(xiao)化系(xi)(xi)統(tong)的(de)藥(yao)(yao)物(wu)、作(zuo)用(yong)于呼吸(xi)系(xi)(xi)統(tong)的(de)藥(yao)(yao)物(wu)、作(zuo)用(yong)于血液(ye)循環(huan)系(xi)(xi)統(tong)的(de)藥(yao)(yao)物(wu)、作(zuo)用(yong)于泌(mi)尿系(xi)(xi)統(tong)的(de)藥(yao)(yao)物(wu)、作(zuo)用(yong)于生殖系(xi)(xi)統(tong)的(de)藥(yao)(yao)物(wu)、維生素類藥(yao)(yao)物(wu)、腎(shen)上(shang)腺素類和(he)抗過敏藥(yao)(yao)物(wu)及解(jie)毒藥(yao)(yao)等11部分。

5.《家畜飼養學》定價：11.70元/本

該書主要(yao)內容是：闡(chan)明畜(chu)禽生(sheng)(sheng)存、生(sheng)(sheng)產所(suo)需(xu)要(yao)的營(ying)養素，以及(ji)營(ying)養素缺乏或(huo)過量(liang)(liang)對畜(chu)禽生(sheng)(sheng)產和健康(kang)的影響；研究畜(chu)禽營(ying)養需(xu)要(yao)量(liang)(liang)及(ji)評(ping)定飼(si)料(liao)營(ying)養價(jia)值的方(fang)法和手段；闡(chan)述飼(si)料(liao)的種(zhong)類(lei)、來源(yuan)及(ji)營(ying)養價(jia)值；針(zhen)對各種(zhong)畜(chu)禽營(ying)養需(xu)要(yao)量(liang)(liang)，合理利用飼(si)料(liao)資源(yuan)，科學而又經(jing)濟的提出配合飼(si)料(liao)的配方(fang)。

6.《電(dian)子技術(shu)基礎》定價：17.10元/本

該書(shu)主(zhu)要講授了整流(liu)、逆變、放大、振(zhen)蕩、運(yun)算(suan)及(ji)數字(zi)電(dian)(dian)路等(deng)內容(rong)。而每部分內容(rong)中(zhong)包括電(dian)(dian)子器(qi)(qi)(qi)件(jian)（簡稱(cheng)管(guan)(guan)）、電(dian)(dian)子電(dian)(dian)路（簡稱(cheng)路）兩個方(fang)(fang)面。“管(guan)(guan)”指二極(ji)管(guan)(guan)、三極(ji)管(guan)(guan)、運(yun)算(suan)放大器(qi)(qi)(qi)、門電(dian)(dian)路、觸(chu)發器(qi)(qi)(qi)、寄(ji)存器(qi)(qi)(qi)、計(ji)數器(qi)(qi)(qi)、顯示(shi)器(qi)(qi)(qi)等(deng)；“路”分為(wei)模擬電(dian)(dian)路和(he)數字(zi)電(dian)(dian)路。對管(guan)(guan)的(de)(de)(de)講授著(zhu)重于研究它的(de)(de)(de)特性(xing)、參數、選擇(ze)及(ji)使用中(zhong)注意的(de)(de)(de)問題；對路的(de)(de)(de)講授著(zhu)重于各種電(dian)(dian)子電(dian)(dian)路的(de)(de)(de)應用，包括如(ru)何看電(dian)(dian)路，以(yi)及(ji)電(dian)(dian)路的(de)(de)(de)性(xing)能、用途、特點和(he)進行必要的(de)(de)(de)分析和(he)計(ji)算(suan)。本書(shu)有意識地用管(guan)(guan)、路結合的(de)(de)(de)方(fang)(fang)式(shi)講述，便于學員自學。

7.《工程技術基礎》定(ding)價：22.10元/本

本(ben)教材內容(rong)包括(kuo)(kuo)機械(xie)(xie)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)、電(dian)(dian)(dian)氣(qi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)和(he)(he)建筑工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)等三大(da)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)領域(yu)(yu)的(de)技(ji)術(shu)基(ji)(ji)(ji)(ji)礎(chu)(chu)知(zhi)識(shi)(shi)(shi)和(he)(he)基(ji)(ji)(ji)(ji)本(ben)技(ji)能(neng)。其中，機械(xie)(xie)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)領域(yu)(yu)包括(kuo)(kuo)機械(xie)(xie)識(shi)(shi)(shi)圖、機械(xie)(xie)設計基(ji)(ji)(ji)(ji)本(ben)常(chang)(chang)識(shi)(shi)(shi)、機械(xie)(xie)加(jia)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)基(ji)(ji)(ji)(ji)礎(chu)(chu)知(zhi)識(shi)(shi)(shi)；電(dian)(dian)(dian)氣(qi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)領域(yu)(yu)包括(kuo)(kuo)電(dian)(dian)(dian)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)基(ji)(ji)(ji)(ji)礎(chu)(chu)知(zhi)識(shi)(shi)(shi)、常(chang)(chang)用電(dian)(dian)(dian)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)儀表及其使用方(fang)(fang)法(fa)、變壓(ya)(ya)器的(de)基(ji)(ji)(ji)(ji)本(ben)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)原理(li)和(he)(he)使用方(fang)(fang)法(fa)、三相(xiang)和(he)(he)單相(xiang)異步(bu)電(dian)(dian)(dian)動機的(de)基(ji)(ji)(ji)(ji)本(ben)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)原理(li)和(he)(he)使用方(fang)(fang)法(fa)、低壓(ya)(ya)電(dian)(dian)(dian)器的(de)基(ji)(ji)(ji)(ji)本(ben)使用方(fang)(fang)法(fa)和(he)(he)安全用電(dian)(dian)(dian)；建筑工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)領域(yu)(yu)包括(kuo)(kuo)水(shui)力學基(ji)(ji)(ji)(ji)礎(chu)(chu)知(zhi)識(shi)(shi)(shi)、水(shui)泵的(de)基(ji)(ji)(ji)(ji)本(ben)原理(li)和(he)(he)選擇使用方(fang)(fang)法(fa)、給排水(shui)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)識(shi)(shi)(shi)圖的(de)基(ji)(ji)(ji)(ji)本(ben)方(fang)(fang)法(fa)、給排水(shui)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)的(de)基(ji)(ji)(ji)(ji)本(ben)知(zhi)識(shi)(shi)(shi)、熱工(gong)(gong)(gong)(gong)(gong)(gong)(gong)基(ji)(ji)(ji)(ji)礎(chu)(chu)知(zhi)識(shi)(shi)(shi)、風機的(de)基(ji)(ji)(ji)(ji)本(ben)原理(li)和(he)(he)選擇使用方(fang)(fang)法(fa)、暖通工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)基(ji)(ji)(ji)(ji)礎(chu)(chu)知(zhi)識(shi)(shi)(shi)和(he)(he)土(tu)建工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)基(ji)(ji)(ji)(ji)礎(chu)(chu)知(zhi)識(shi)(shi)(shi)。

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篇6

關鍵(jian)詞：電工技術 課程改革(ge) 體系構建

一(yi)、《電工技術》課程改革的思路(lu)與新(xin)體系(xi)構建

職業(ye)教育的(de)(de)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)應(ying)使學(xue)生能(neng)(neng)夠獲得結構(gou)完(wan)整(zheng)的(de)(de)工(gong)(gong)作(zuo)(zuo)過(guo)(guo)程(cheng)(cheng)中(zhong)所(suo)涉及到的(de)(de)程(cheng)(cheng)序(xu)性知識(shi)、職業(ye)技能(neng)(neng)和(he)相關的(de)(de)職業(ye)體(ti)驗，以(yi)(yi)(yi)(yi)促(cu)進職業(ye)能(neng)(neng)力的(de)(de)形成(cheng)。基于工(gong)(gong)作(zuo)(zuo)過(guo)(guo)程(cheng)(cheng)的(de)(de)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)是(shi)(shi)以(yi)(yi)(yi)(yi)工(gong)(gong)作(zuo)(zuo)范圍為(wei)(wei)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)內(nei)容的(de)(de)組織(zhi)邊界，以(yi)(yi)(yi)(yi)工(gong)(gong)作(zuo)(zuo)過(guo)(guo)程(cheng)(cheng)為(wei)(wei)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)內(nei)容的(de)(de)組織(zhi)邏(luo)輯(ji)，以(yi)(yi)(yi)(yi)典型(xing)工(gong)(gong)作(zuo)(zuo)任務(wu)(wu)為(wei)(wei)載體(ti)，以(yi)(yi)(yi)(yi)完(wan)成(cheng)工(gong)(gong)作(zuo)(zuo)任務(wu)(wu)為(wei)(wei)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)目標(biao)，以(yi)(yi)(yi)(yi)工(gong)(gong)作(zuo)(zuo)過(guo)(guo)程(cheng)(cheng)的(de)(de)行(xing)動導向(xiang)為(wei)(wei)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)的(de)(de)實施原則，這是(shi)(shi)一(yi)(yi)種(zhong)以(yi)(yi)(yi)(yi)“三(san)個一(yi)(yi)致(zhi)(zhi)”為(wei)(wei)特征的(de)(de)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)組織(zhi)模式，即學(xue)習領(ling)域與工(gong)(gong)作(zuo)(zuo)領(ling)域一(yi)(yi)致(zhi)(zhi)，學(xue)習過(guo)(guo)程(cheng)(cheng)與工(gong)(gong)作(zuo)(zuo)過(guo)(guo)程(cheng)(cheng)一(yi)(yi)致(zhi)(zhi)，學(xue)習任務(wu)(wu)與工(gong)(gong)作(zuo)(zuo)任務(wu)(wu)一(yi)(yi)致(zhi)(zhi)。因此，基于工(gong)(gong)作(zuo)(zuo)過(guo)(guo)程(cheng)(cheng)的(de)(de)課(ke)(ke)(ke)(ke)(ke)程(cheng)(cheng)才能(neng)(neng)充分體(ti)現出職業(ye)教育的(de)(de)特征與本質。

1.以就業為導向，以促(cu)進學生(sheng)(sheng)職業生(sheng)(sheng)涯發展為目標，構課程新體系。把(ba)已(yi)開設(she)的《電(dian)工(gong)技術基礎》、《電(dian)工(gong)實訓》兩門課整合為《電(dian)工(gong)技術》一門課程，同(tong)時加大實踐教學學時，教學內容(rong)涵蓋(gai)“中(zhong)級電(dian)工(gong)”考證內容(rong)。

2.以(yi)(yi)校企合作為突破口，以(yi)(yi)技(ji)術領域和(he)(he)(he)職業崗位要(yao)求(qiu)為依據，以(yi)(yi)工(gong)作過(guo)程為導向(xiang)，進行電(dian)工(gong)技(ji)術應用能(neng)力(li)培養(yang)。一是(shi)(shi)訓練學(xue)生(sheng)掌握電(dian)工(gong)技(ji)術領域的基(ji)(ji)本(ben)知識(shi)、基(ji)(ji)本(ben)分(fen)析方法和(he)(he)(he)基(ji)(ji)本(ben)技(ji)能(neng)，培養(yang)學(xue)生(sheng)根據現場(chang)要(yao)求(qiu)分(fen)析和(he)(he)(he)設(she)計基(ji)(ji)本(ben)電(dian)路的能(neng)力(li);二是(shi)(shi)培養(yang)學(xue)生(sheng)的規范(fan)意識(shi)、質量意識(shi)以(yi)(yi)及協作意識(shi)，進行表達和(he)(he)(he)溝通(tong)訓練，學(xue)會協同(tong)工(gong)作;三是(shi)(shi)通(tong)過(guo)不同(tong)類型的實訓項目(mu)，構建基(ji)(ji)于工(gong)作過(guo)程的情境化(hua)課程教學(xue)體系，以(yi)(yi)達到提高(gao)技(ji)校學(xue)生(sheng)的實踐(jian)能(neng)力(li)和(he)(he)(he)用電(dian)技(ji)術能(neng)力(li)、培養(yang)學(xue)生(sheng)的創新素養(yang)。

3.從(cong)“項(xiang)目(mu)導(dao)向”向“工(gong)作(zuo)(zuo)過(guo)程(cheng)導(dao)向”過(guo)渡。以電(dian)工(gong)技術應用能力的(de)培養為核心，將(jiang)與企業(ye)緊(jin)密結合的(de)生產和(he)(he)生活常用實例、典型產品案例及(ji)(ji)學(xue)生的(de)創新項(xiang)目(mu)，作(zuo)(zuo)為載體引入到教(jiao)學(xue)過(guo)程(cheng)中，基于工(gong)作(zuo)(zuo)過(guo)程(cheng)系(xi)統化構建教(jiao)學(xue)過(guo)程(cheng)即“學(xue)習情境”，采用項(xiang)目(mu)教(jiao)學(xue)法(fa)、引導(dao)教(jiao)學(xue)法(fa)及(ji)(ji)任(ren)務(wu)驅動(dong)法(fa)，恰當地在(zai)各教(jiao)學(xue)環節(jie)中融入規(gui)范(fan)、協作(zuo)(zuo)，將(jiang)該(gai)課(ke)程(cheng)建設成為集能力培養、職業(ye)素質訓導(dao)和(he)(he)孕育(yu)學(xue)生創新成果于一體的(de)教(jiao)學(xue)平臺。

4.《電工技術》課程新體(ti)系的(de)構(gou)(gou)建(jian)。《電工技術》課程新體(ti)系的(de)構(gou)(gou)建(jian)必(bi)須與工作任務相匹配，同時(shi)通過電工職業能(neng)力(li)來(lai)確定課程內(nei)容，因為知識的(de)掌(zhang)握應服(fu)務于能(neng)力(li)的(de)建(jian)構(gou)(gou)，所(suo)以應圍繞職業能(neng)力(li)的(de)形成來(lai)組織(zhi)課程內(nei)容，進而按照工作過程來(lai)構(gou)(gou)建(jian)課程體(ti)系。

基(ji)(ji)(ji)于上述(shu)的(de)(de)原(yuan)則和(he)思路(lu)(lu)，我們將《電(dian)(dian)(dian)(dian)(dian)工(gong)技術》這門課分成了12個(ge)學(xue)(xue)習項(xiang)目，分別(bie)為：直流(liu)電(dian)(dian)(dian)(dian)(dian)路(lu)(lu)的(de)(de)安(an)(an)裝、測(ce)試與(yu)分析(xi)，電(dian)(dian)(dian)(dian)(dian)容、電(dian)(dian)(dian)(dian)(dian)感(gan)及(ji)(ji)線形動態電(dian)(dian)(dian)(dian)(dian)路(lu)(lu)的(de)(de)測(ce)試與(yu)分析(xi)，正(zheng)弦交流(liu)電(dian)(dian)(dian)(dian)(dian)路(lu)(lu)的(de)(de)安(an)(an)裝、測(ce)試與(yu)分析(xi)，變(bian)壓器的(de)(de)使(shi)(shi)用(yong)與(yu)維(wei)護(hu)，安(an)(an)全用(yong)電(dian)(dian)(dian)(dian)(dian)，電(dian)(dian)(dian)(dian)(dian)工(gong)基(ji)(ji)(ji)本操(cao)(cao)作工(gong)藝，低壓電(dian)(dian)(dian)(dian)(dian)器的(de)(de)原(yuan)理(li)(li)、拆裝與(yu)維(wei)護(hu)，電(dian)(dian)(dian)(dian)(dian)力拖動等，這12個(ge)學(xue)(xue)習項(xiang)目涵蓋了電(dian)(dian)(dian)(dian)(dian)路(lu)(lu)分析(xi)與(yu)計算的(de)(de)基(ji)(ji)(ji)本理(li)(li)論與(yu)方法、電(dian)(dian)(dian)(dian)(dian)工(gong)基(ji)(ji)(ji)本試驗(yan)技能(neng)、電(dian)(dian)(dian)(dian)(dian)工(gong)基(ji)(ji)(ji)本操(cao)(cao)作技能(neng)、電(dian)(dian)(dian)(dian)(dian)工(gong)基(ji)(ji)(ji)本測(ce)量技能(neng)以(yi)及(ji)(ji)常用(yong)電(dian)(dian)(dian)(dian)(dian)工(gong)儀表的(de)(de)基(ji)(ji)(ji)本原(yuan)理(li)(li)與(yu)使(shi)(shi)用(yong)方法。這樣一(yi)種設計不僅為后續課程(cheng)的(de)(de)學(xue)(xue)習打(da)下(xia)了堅(jian)實電(dian)(dian)(dian)(dian)(dian)路(lu)(lu)分析(xi)與(yu)計算的(de)(de)理(li)(li)論基(ji)(ji)(ji)礎(chu)，而(er)且加強了學(xue)(xue)生(sheng)職業能(neng)力的(de)(de)培(pei)養，同(tong)時還緊(jin)緊(jin)圍繞著中級(ji)電(dian)(dian)(dian)(dian)(dian)工(gong)考證(zheng)。每個(ge)項(xiang)目都提煉出了若(ruo)干(gan)個(ge)典型工(gong)作任務(wu)，每個(ge)工(gong)作任務(wu)都盡量貼近工(gong)作實際、模擬工(gong)作場景(jing)。

二、《電工(gong)技術》課程改革(ge)與建設成效

1.拓(tuo)寬學生思(si)路，培(pei)養(yang)了(le)學生創(chuang)新能(neng)(neng)力。 通過《電工技術(shu)》課(ke)程改革與建設，不(bu)但使學生掌握(wo)了(le)電工基本操作技能(neng)(neng)，而(er)(er)且培(pei)養(yang)了(le)他們分析問題(ti)、解決問題(ti)的(de)能(neng)(neng)力，并且開拓(tuo)學生的(de)思(si)路，培(pei)養(yang)他們的(de)創(chuang)新能(neng)(neng)力，從而(er)(er)真正實現了(le)培(pei)養(yang)高(gao)素質技能(neng)(neng)型人才的(de)培(pei)養(yang)目標。

2.增強了學(xue)(xue)(xue)生的上(shang)崗(gang)競爭能(neng)力(li)(li)。 在《電工技術》課(ke)(ke)程改革(ge)與建設中，筆者在教學(xue)(xue)(xue)中積極推行(xing)“雙證(zheng)書(shu)”制度，畢業(ye)(ye)前(qian)電子專業(ye)(ye)學(xue)(xue)(xue)生都積極考取社(she)會與勞動(dong)保(bao)障部(bu)頒發(fa)的“維修電工”和“中級電工”職(zhi)(zhi)業(ye)(ye)資格證(zheng)書(shu)，通(tong)(tong)過率達(da)到90%以上(shang)。同時，還(huan)通(tong)(tong)過課(ke)(ke)程反饋意見的調查，95%以上(shang)的學(xue)(xue)(xue)生認為該課(ke)(ke)程學(xue)(xue)(xue)習(xi)輕松(song)并富有樂趣，動(dong)手能(neng)力(li)(li)得到了鍛(duan)煉，使(shi)他們的職(zhi)(zhi)業(ye)(ye)能(neng)力(li)(li)素質得到提(ti)高(gao)，為以后走向工作崗(gang)位打下堅(jian)實基礎。

三、《電工技術(shu)》新(xin)體系構建的(de)啟示

第(di)(di)一，從課(ke)(ke)程(cheng)(cheng)體系(xi)(xi)的(de)(de)構(gou)建上(shang)(shang)，打(da)破(po)了以(yi)(yi)(yi)(yi)往傳統學(xue)(xue)科(ke)(ke)型課(ke)(ke)程(cheng)(cheng)體系(xi)(xi)，針對(dui)實(shi)際(ji)工(gong)作(zuo)過(guo)程(cheng)(cheng)設(she)(she)計課(ke)(ke)程(cheng)(cheng)內容構(gou)建課(ke)(ke)程(cheng)(cheng)體系(xi)(xi);第(di)(di)二，教(jiao)學(xue)(xue)內容的(de)(de)組織上(shang)(shang)，打(da)破(po)以(yi)(yi)(yi)(yi)學(xue)(xue)科(ke)(ke)知識(shi)邏輯(ji)為主(zhu)線、專業(ye)理論知識(shi)為主(zhu)體的(de)(de)傳統學(xue)(xue)科(ke)(ke)型課(ke)(ke)程(cheng)(cheng)的(de)(de)教(jiao)學(xue)(xue)內容，針對(dui)實(shi)際(ji)工(gong)作(zuo)任(ren)務(wu)需(xu)要，以(yi)(yi)(yi)(yi)職(zhi)業(ye)活動為主(zhu)線，以(yi)(yi)(yi)(yi)培養職(zhi)業(ye)能力為本位(wei)，組織和設(she)(she)計教(jiao)學(xue)(xue)內容;第(di)(di)三(san)，在(zai)教(jiao)學(xue)(xue)方(fang)式(shi)上(shang)(shang)，打(da)破(po)學(xue)(xue)科(ke)(ke)型課(ke)(ke)程(cheng)(cheng)教(jiao)學(xue)(xue)，以(yi)(yi)(yi)(yi)知識(shi)灌輸(shu)、學(xue)(xue)生(sheng)被(bei)動接受，實(shi)踐(jian)與(yu)(yu)理論脫節的(de)(de)實(shi)施方(fang)式(shi)，形成了進行任(ren)務(wu)實(shi)施、學(xue)(xue)生(sheng)主(zhu)動構(gou)建，融教(jiao)、學(xue)(xue)、做一體的(de)(de)實(shi)施方(fang)式(shi);第(di)(di)四，在(zai)教(jiao)學(xue)(xue)情境(jing)(jing)設(she)(she)計上(shang)(shang)，打(da)破(po)以(yi)(yi)(yi)(yi)往單一的(de)(de)學(xue)(xue)習模式(shi)、課(ke)(ke)堂化(hua)教(jiao)學(xue)(xue)環境(jing)(jing)，創設(she)(she)盡可(ke)能與(yu)(yu)工(gong)作(zuo)環境(jing)(jing)接近(jin)的(de)(de)教(jiao)學(xue)(xue)氛圍，實(shi)現(xian)學(xue)(xue)校環境(jing)(jing)與(yu)(yu)工(gong)作(zuo)環境(jing)(jing)、校園文(wen)化(hua)與(yu)(yu)企(qi)業(ye)文(wen)化(hua)的(de)(de)有機(ji)融合。

參考文獻

篇7

一、多(duo)媒體與傳統教學方式相結(jie)合，形成有機互補

多(duo)媒(mei)體(ti)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)是(shi)(shi)(shi)當前比(bi)較普遍的(de)(de)(de)(de)(de)(de)一(yi)(yi)種(zhong)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)手(shou)段，它利(li)(li)用(yong)(yong)(yong)圖(tu)像(xiang)、聲音、動畫(hua)(hua)及視頻的(de)(de)(de)(de)(de)(de)效(xiao)果(guo)給課(ke)(ke)堂帶來(lai)活力。但整個課(ke)(ke)程(cheng)(cheng)純(chun)用(yong)(yong)(yong)多(duo)媒(mei)體(ti)來(lai)講(jiang)課(ke)(ke)，仍存在一(yi)(yi)定(ding)的(de)(de)(de)(de)(de)(de)弊端。比(bi)如學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)反應整個授(shou)課(ke)(ke)過(guo)程(cheng)(cheng)過(guo)快，思(si)路跟不上，對(dui)(dui)授(shou)課(ke)(ke)內容(rong)(rong)印象較淺等問(wen)題，尤其(qi)是(shi)(shi)(shi)電(dian)(dian)(dian)(dian)(dian)路基礎(chu)理(li)論部(bu)分更是(shi)(shi)(shi)讓很多(duo)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)感(gan)到(dao)頭疼。而(er)傳(chuan)統(tong)的(de)(de)(de)(de)(de)(de)黑板(ban)式(shi)(shi)(shi)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)在教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)過(guo)程(cheng)(cheng)中，有(you)一(yi)(yi)定(ding)的(de)(de)(de)(de)(de)(de)空余(yu)時(shi)(shi)間(jian)可(ke)(ke)(ke)(ke)(ke)(ke)以(yi)(yi)(yi)讓學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)思(si)考，容(rong)(rong)易(yi)使(shi)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)緊(jin)跟老師的(de)(de)(de)(de)(de)(de)思(si)路。所以(yi)(yi)(yi)，在整個課(ke)(ke)程(cheng)(cheng)的(de)(de)(de)(de)(de)(de)授(shou)課(ke)(ke)過(guo)程(cheng)(cheng)中，有(you)選擇地(di)、合(he)(he)理(li)地(di)利(li)(li)用(yong)(yong)(yong)多(duo)媒(mei)體(ti)技(ji)術，有(you)機(ji)(ji)結(jie)合(he)(he)傳(chuan)統(tong)的(de)(de)(de)(de)(de)(de)黑板(ban)式(shi)(shi)(shi)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)，做好整個課(ke)(ke)堂的(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)設計，就(jiu)可(ke)(ke)(ke)(ke)(ke)(ke)以(yi)(yi)(yi)取(qu)長補短，使(shi)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)效(xiao)果(guo)達(da)到(dao)最佳(jia)。以(yi)(yi)(yi)講(jiang)解(jie)單(dan)相交流(liu)電(dian)(dian)(dian)(dian)(dian)路為例(li)，對(dui)(dui)于(yu)單(dan)一(yi)(yi)參數交流(liu)電(dian)(dian)(dian)(dian)(dian)路的(de)(de)(de)(de)(de)(de)電(dian)(dian)(dian)(dian)(dian)壓(ya)與(yu)電(dian)(dian)(dian)(dian)(dian)流(liu)的(de)(de)(de)(de)(de)(de)關系分析過(guo)程(cheng)(cheng)，用(yong)(yong)(yong)黑板(ban)來(lai)講(jiang)解(jie)，從題設到(dao)結(jie)果(guo)，循序漸進，使(shi)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)在概念上從直流(liu)電(dian)(dian)(dian)(dian)(dian)到(dao)交流(liu)電(dian)(dian)(dian)(dian)(dian)的(de)(de)(de)(de)(de)(de)轉變有(you)個接受過(guo)程(cheng)(cheng);而(er)在介紹電(dian)(dian)(dian)(dian)(dian)阻器(qi)(qi)、電(dian)(dian)(dian)(dian)(dian)容(rong)(rong)器(qi)(qi)和(he)電(dian)(dian)(dian)(dian)(dian)感(gan)器(qi)(qi)時(shi)(shi)，可(ke)(ke)(ke)(ke)(ke)(ke)以(yi)(yi)(yi)以(yi)(yi)(yi)圖(tu)片的(de)(de)(de)(de)(de)(de)形(xing)式(shi)(shi)(shi)將這三種(zhong)器(qi)(qi)件(jian)的(de)(de)(de)(de)(de)(de)種(zhong)類(lei)及其(qi)多(duo)樣(yang)的(de)(de)(de)(de)(de)(de)封裝形(xing)式(shi)(shi)(shi)展(zhan)現在學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)面(mian)(mian)前，使(shi)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)對(dui)(dui)三種(zhong)器(qi)(qi)件(jian)形(xing)成(cheng)感(gan)觀認(ren)識(shi)，并擴展(zhan)了(le)知識(shi)面(mian)(mian);在講(jiang)解(jie)功(gong)率時(shi)(shi)，可(ke)(ke)(ke)(ke)(ke)(ke)以(yi)(yi)(yi)用(yong)(yong)(yong)動畫(hua)(hua)效(xiao)果(guo)展(zhan)現出其(qi)功(gong)率曲線圖(tu)，既有(you)視覺沖擊，強(qiang)化(hua)記憶，加(jia)深理(li)解(jie)的(de)(de)(de)(de)(de)(de)效(xiao)果(guo)，又節省了(le)畫(hua)(hua)圖(tu)的(de)(de)(de)(de)(de)(de)時(shi)(shi)間(jian)。在講(jiang)解(jie)電(dian)(dian)(dian)(dian)(dian)動機(ji)(ji)的(de)(de)(de)(de)(de)(de)繼電(dian)(dian)(dian)(dian)(dian)器(qi)(qi)控制電(dian)(dian)(dian)(dian)(dian)路時(shi)(shi)，用(yong)(yong)(yong)黑板(ban)把低(di)壓(ya)電(dian)(dian)(dian)(dian)(dian)器(qi)(qi)的(de)(de)(de)(de)(de)(de)動作過(guo)程(cheng)(cheng)先講(jiang)述一(yi)(yi)遍(對(dui)(dui)于(yu)低(di)壓(ya)電(dian)(dian)(dian)(dian)(dian)器(qi)(qi)的(de)(de)(de)(de)(de)(de)結(jie)構用(yong)(yong)(yong)多(duo)媒(mei)體(ti)顯示(shi)，可(ke)(ke)(ke)(ke)(ke)(ke)以(yi)(yi)(yi)節省畫(hua)(hua)圖(tu)時(shi)(shi)間(jian))，再利(li)(li)用(yong)(yong)(yong)多(duo)媒(mei)體(ti)的(de)(de)(de)(de)(de)(de)動畫(hua)(hua)效(xiao)果(guo)來(lai)形(xing)象地(di)展(zhan)示(shi)出電(dian)(dian)(dian)(dian)(dian)動機(ji)(ji)的(de)(de)(de)(de)(de)(de)啟動和(he)停(ting)止(zhi)過(guo)程(cheng)(cheng)，使(shi)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)更易(yi)理(li)解(jie)整個控制系統(tong)。所以(yi)(yi)(yi)合(he)(he)理(li)利(li)(li)用(yong)(yong)(yong)多(duo)媒(mei)體(ti)技(ji)術，有(you)機(ji)(ji)結(jie)合(he)(he)傳(chuan)統(tong)授(shou)課(ke)(ke)方式(shi)(shi)(shi)，既可(ke)(ke)(ke)(ke)(ke)(ke)以(yi)(yi)(yi)激發學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)習興(xing)趣，又能(neng)夠突出重點(dian)，對(dui)(dui)于(yu)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)時(shi)(shi)間(jian)相對(dui)(dui)減(jian)少(shao)、教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)內容(rong)(rong)不斷(duan)增加(jia)的(de)(de)(de)(de)(de)(de)今天無疑是(shi)(shi)(shi)一(yi)(yi)種(zhong)非常好的(de)(de)(de)(de)(de)(de)提(ti)高教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)質量和(he)效(xiao)率的(de)(de)(de)(de)(de)(de)途徑(jing)。

二、利用(yong)軟件(jian)仿真平臺，使(shi)抽(chou)象變(bian)具體

非(fei)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)類專業的(de)(de)(de)(de)(de)(de)(de)(de)(de)學(xue)生(sheng)(sheng)(sheng)在(zai)(zai)(zai)初學(xue)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)工(gong)(gong)(gong)(gong)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)子(zi)技(ji)術(shu)(shu)時，對(dui)(dui)(dui)于(yu)每一個(ge)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)，常(chang)常(chang)想(xiang)直(zhi)(zhi)觀(guan)地分(fen)析(xi)出(chu)支(zhi)路(lu)(lu)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)流的(de)(de)(de)(de)(de)(de)(de)(de)(de)具(ju)體流向(xiang)(xiang)，否則就像迷(mi)失(shi)了(le)方(fang)向(xiang)(xiang)一樣困(kun)惑。在(zai)(zai)(zai)引(yin)導課(ke)(ke)(ke)(ke)程(cheng)(cheng)入門時，盡管一再告誡他(ta)們先不用(yong)考慮電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)流實(shi)(shi)際(ji)流向(xiang)(xiang)，先設定(ding)支(zhi)路(lu)(lu)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)流的(de)(de)(de)(de)(de)(de)(de)(de)(de)參考方(fang)向(xiang)(xiang)，然后在(zai)(zai)(zai)給定(ding)的(de)(de)(de)(de)(de)(de)(de)(de)(de)參考方(fang)向(xiang)(xiang)下利(li)用(yong)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)理(li)論(lun)列式(shi)計(ji)(ji)(ji)算，根據(ju)計(ji)(ji)(ji)算結果分(fen)析(xi)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)流的(de)(de)(de)(de)(de)(de)(de)(de)(de)實(shi)(shi)際(ji)流向(xiang)(xiang)，但聽從者(zhe)并不多。基(ji)于(yu)此(ci)(ci)種情況(kuang)，筆(bi)者(zhe)借(jie)鑒前(qian)人利(li)用(yong)EDA技(ji)術(shu)(shu)引(yin)入電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)工(gong)(gong)(gong)(gong)學(xue)教學(xue)[5]的(de)(de)(de)(de)(de)(de)(de)(de)(de)經驗(yan)，來(lai)協(xie)助(zhu)(zhu)學(xue)生(sheng)(sheng)(sheng)解(jie)(jie)決在(zai)(zai)(zai)學(xue)習(xi)中(zhong)遇(yu)到的(de)(de)(de)(de)(de)(de)(de)(de)(de)困(kun)難。在(zai)(zai)(zai)授(shou)課(ke)(ke)(ke)(ke)初時，筆(bi)者(zhe)先講解(jie)(jie)仿(fang)(fang)(fang)真(zhen)(zhen)(zhen)(zhen)軟(ruan)(ruan)(ruan)件(jian)(jian)(jian)MULTISIM(仿(fang)(fang)(fang)真(zhen)(zhen)(zhen)(zhen)軟(ruan)(ruan)(ruan)件(jian)(jian)(jian)有多種，如EWB、PSPICE、PROTEL、CA-DENCE、MULTISIM等，現在(zai)(zai)(zai)用(yong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)比較(jiao)多的(de)(de)(de)(de)(de)(de)(de)(de)(de)是MUL-TISIM。)的(de)(de)(de)(de)(de)(de)(de)(de)(de)使用(yong)方(fang)法，讓(rang)學(xue)生(sheng)(sheng)(sheng)在(zai)(zai)(zai)學(xue)習(xi)本課(ke)(ke)(ke)(ke)程(cheng)(cheng)之(zhi)前(qian)先TISIM。)的(de)(de)(de)(de)(de)(de)(de)(de)(de)使用(yong)方(fang)法，讓(rang)學(xue)生(sheng)(sheng)(sheng)在(zai)(zai)(zai)學(xue)習(xi)本課(ke)(ke)(ke)(ke)程(cheng)(cheng)之(zhi)前(qian)先學(xue)會仿(fang)(fang)(fang)真(zhen)(zhen)(zhen)(zhen)軟(ruan)(ruan)(ruan)件(jian)(jian)(jian)。在(zai)(zai)(zai)課(ke)(ke)(ke)(ke)堂教學(xue)時，再把仿(fang)(fang)(fang)真(zhen)(zhen)(zhen)(zhen)軟(ruan)(ruan)(ruan)件(jian)(jian)(jian)作為教學(xue)的(de)(de)(de)(de)(de)(de)(de)(de)(de)輔助(zhu)(zhu)工(gong)(gong)(gong)(gong)具(ju)。如對(dui)(dui)(dui)于(yu)舉例(li)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)，利(li)用(yong)仿(fang)(fang)(fang)真(zhen)(zhen)(zhen)(zhen)軟(ruan)(ruan)(ruan)件(jian)(jian)(jian)中(zhong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)流表直(zhi)(zhi)觀(guan)地給出(chu)支(zhi)路(lu)(lu)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)流的(de)(de)(de)(de)(de)(de)(de)(de)(de)實(shi)(shi)際(ji)方(fang)向(xiang)(xiang)如圖(tu)(tu)1所示(shi)，更具(ju)有說服力地改變了(le)學(xue)生(sheng)(sheng)(sheng)對(dui)(dui)(dui)“電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)源”只是提(ti)供(gong)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)能的(de)(de)(de)(de)(de)(de)(de)(de)(de)認識，使抽象(xiang)變具(ju)體，使學(xue)生(sheng)(sheng)(sheng)學(xue)習(xi)起來(lai)輕松入門，調動(dong)了(le)學(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)學(xue)習(xi)積(ji)極性(xing)(圖(tu)(tu)略(lve))又(you)(you)如講解(jie)(jie)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)暫態分(fen)析(xi)中(zhong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)RC電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)中(zhong)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)容的(de)(de)(de)(de)(de)(de)(de)(de)(de)充(chong)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)過程(cheng)(cheng)，電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)(圖(tu)(tu)略(lve))所示(shi)，用(yong)示(shi)波器XSC1觀(guan)察電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)容C1兩端的(de)(de)(de)(de)(de)(de)(de)(de)(de)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)壓(ya)變化(hua)(hua)，其變化(hua)(hua)曲線(圖(tu)(tu)略(lve))，使學(xue)生(sheng)(sheng)(sheng)無法想(xiang)象(xiang)的(de)(de)(de)(de)(de)(de)(de)(de)(de)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)壓(ya)變化(hua)(hua)過程(cheng)(cheng)非(fei)常(chang)直(zhi)(zhi)觀(guan)地展現在(zai)(zai)(zai)學(xue)生(sheng)(sheng)(sheng)面(mian)前(qian)，提(ti)高學(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)學(xue)習(xi)興趣，同(tong)時也有助(zhu)(zhu)于(yu)學(xue)生(sheng)(sheng)(sheng)理(li)解(jie)(jie)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)應(ying)用(yong)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)子(zi)技(ji)術(shu)(shu)工(gong)(gong)(gong)(gong)作原(yuan)理(li)。除(chu)此(ci)(ci)之(zhi)外，利(li)用(yong)仿(fang)(fang)(fang)真(zhen)(zhen)(zhen)(zhen)軟(ruan)(ruan)(ruan)件(jian)(jian)(jian)平臺，學(xue)生(sheng)(sheng)(sheng)還可以彌(mi)補由于(yu)授(shou)課(ke)(ke)(ke)(ke)學(xue)時少而(er)造成的(de)(de)(de)(de)(de)(de)(de)(de)(de)實(shi)(shi)驗(yan)學(xue)時有限的(de)(de)(de)(de)(de)(de)(de)(de)(de)缺(que)陷，利(li)用(yong)課(ke)(ke)(ke)(ke)余(yu)時間在(zai)(zai)(zai)此(ci)(ci)平臺上(shang)設計(ji)(ji)(ji)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)，對(dui)(dui)(dui)一些(xie)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)原(yuan)理(li)設計(ji)(ji)(ji)相應(ying)的(de)(de)(de)(de)(de)(de)(de)(de)(de)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)仿(fang)(fang)(fang)真(zhen)(zhen)(zhen)(zhen)驗(yan)證，既(ji)達到了(le)理(li)論(lun)聯系實(shi)(shi)際(ji)的(de)(de)(de)(de)(de)(de)(de)(de)(de)目的(de)(de)(de)(de)(de)(de)(de)(de)(de)，又(you)(you)鍛(duan)煉設計(ji)(ji)(ji)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)能力。對(dui)(dui)(dui)于(yu)那些(xie)對(dui)(dui)(dui)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)工(gong)(gong)(gong)(gong)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)子(zi)技(ji)術(shu)(shu)特別感興趣的(de)(de)(de)(de)(de)(de)(de)(de)(de)同(tong)學(xue)，還可以利(li)用(yong)業余(yu)時間，綜合應(ying)用(yong)自(zi)己(ji)所學(xue)的(de)(de)(de)(de)(de)(de)(de)(de)(de)知(zhi)識，在(zai)(zai)(zai)此(ci)(ci)平臺上(shang)獲(huo)得自(zi)己(ji)所做的(de)(de)(de)(de)(de)(de)(de)(de)(de)一些(xie)小制作或小創新的(de)(de)(de)(de)(de)(de)(de)(de)(de)仿(fang)(fang)(fang)真(zhen)(zhen)(zhen)(zhen)結果，既(ji)加深了(le)對(dui)(dui)(dui)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)理(li)論(lun)的(de)(de)(de)(de)(de)(de)(de)(de)(de)理(li)解(jie)(jie)，又(you)(you)提(ti)高了(le)其動(dong)手(shou)和創新能力。總之(zhi)，“授(shou)人以魚時不忘授(shou)人以漁”，學(xue)生(sheng)(sheng)(sheng)在(zai)(zai)(zai)掌握(wo)課(ke)(ke)(ke)(ke)程(cheng)(cheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)知(zhi)識基(ji)礎(chu)上(shang)，借(jie)助(zhu)(zhu)于(yu)仿(fang)(fang)(fang)真(zhen)(zhen)(zhen)(zhen)軟(ruan)(ruan)(ruan)件(jian)(jian)(jian)這個(ge)工(gong)(gong)(gong)(gong)具(ju)，能夠(gou)獨立進行電(dian)(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)設計(ji)(ji)(ji)及開發，為以后的(de)(de)(de)(de)(de)(de)(de)(de)(de)工(gong)(gong)(gong)(gong)作打(da)下良(liang)好的(de)(de)(de)(de)(de)(de)(de)(de)(de)基(ji)礎(chu)。

三、利(li)用開(kai)放式的硬件平臺(tai)，鍛煉(lian)學生的實際應用能力

電(dian)(dian)(dian)(dian)(dian)(dian)(dian)工(gong)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)子(zi)(zi)技術(shu)是(shi)門實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐性非(fei)常(chang)強(qiang)(qiang)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)課程(cheng)(cheng)，所以實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)教(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)是(shi)該課程(cheng)(cheng)中的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)一(yi)個(ge)(ge)重要(yao)環節(jie)。但基(ji)(ji)于(yu)(yu)目前高校的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)工(gong)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)子(zi)(zi)技術(shu)課程(cheng)(cheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)內(nei)容主(zhu)要(yao)是(shi)一(yi)些驗(yan)(yan)(yan)(yan)(yan)證(zheng)性的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)，配(pei)備的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)教(jiao)材往(wang)往(wang)把(ba)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)(lu)(lu)詳細給(gei)出(chu)，硬件(jian)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)系(xi)統(tong)(tong)也(ye)(ye)基(ji)(ji)本(ben)上(shang)(shang)(shang)搭建(jian)好了(le)(le)(le)，學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)僅(jin)是(shi)對照(zhao)著已給(gei)出(chu)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)(lu)(lu)連接幾根線，按(an)照(zhao)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)要(yao)求測出(chu)幾個(ge)(ge)數(shu)據(ju)。整個(ge)(ge)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)，學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)基(ji)(ji)本(ben)上(shang)(shang)(shang)不(bu)動(dong)腦筋(jin)就能完(wan)成(cheng)(cheng)，實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)成(cheng)(cheng)了(le)(le)(le)一(yi)種(zhong)(zhong)(zhong)(zhong)“傻(sha)瓜”式實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)。這(zhe)(zhe)(zhe)(zhe)種(zhong)(zhong)(zhong)(zhong)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)不(bu)僅(jin)挫(cuo)傷了(le)(le)(le)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)動(dong)手的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)積極(ji)性，養(yang)成(cheng)(cheng)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)依賴性，也(ye)(ye)禁錮(gu)了(le)(le)(le)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)創新(xin)(xin)動(dong)力(li)(li)，使(shi)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)失去了(le)(le)(le)成(cheng)(cheng)就感。基(ji)(ji)于(yu)(yu)此(ci)(ci)問(wen)(wen)題(ti)(ti)，也(ye)(ye)有(you)人提(ti)出(chu)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)教(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)改革，除(chu)了(le)(le)(le)引(yin)入EDA[5]外(wai)，就是(shi)指(zhi)導個(ge)(ge)別學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)進(jin)行(xing)課外(wai)創新(xin)(xin)設(she)計(ji)(ji)(ji)(ji)(ji)[6]，但這(zhe)(zhe)(zhe)(zhe)種(zhong)(zhong)(zhong)(zhong)改革仍(reng)解(jie)決(jue)不(bu)了(le)(le)(le)大部分學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)際(ji)動(dong)手能力(li)(li)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)培養(yang)問(wen)(wen)題(ti)(ti)。除(chu)此(ci)(ci)之(zhi)外(wai)，由于(yu)(yu)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)題(ti)(ti)目多是(shi)某個(ge)(ge)定理(li)或(huo)現象的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)驗(yan)(yan)(yan)(yan)(yan)證(zheng)，學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)在(zai)(zai)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)過程(cheng)(cheng)中沒有(you)“系(xi)統(tong)(tong)工(gong)程(cheng)(cheng)”的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)概(gai)念(nian)。針對上(shang)(shang)(shang)述這(zhe)(zhe)(zhe)(zhe)些情況，筆者開(kai)發(fa)出(chu)一(yi)套開(kai)放式的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)綜合(he)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)平(ping)(ping)臺(tai)。平(ping)(ping)臺(tai)按(an)模(mo)(mo)塊(kuai)(kuai)(kuai)(kuai)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)方(fang)式組成(cheng)(cheng)，主(zhu)要(yao)包括電(dian)(dian)(dian)(dian)(dian)(dian)(dian)源(yuan)模(mo)(mo)塊(kuai)(kuai)(kuai)(kuai)、模(mo)(mo)擬電(dian)(dian)(dian)(dian)(dian)(dian)(dian)子(zi)(zi)模(mo)(mo)塊(kuai)(kuai)(kuai)(kuai)、數(shu)字電(dian)(dian)(dian)(dian)(dian)(dian)(dian)子(zi)(zi)模(mo)(mo)塊(kuai)(kuai)(kuai)(kuai)三大部分，每(mei)一(yi)部分又細分幾個(ge)(ge)子(zi)(zi)模(mo)(mo)塊(kuai)(kuai)(kuai)(kuai)，比(bi)如(ru)數(shu)字電(dian)(dian)(dian)(dian)(dian)(dian)(dian)子(zi)(zi)模(mo)(mo)塊(kuai)(kuai)(kuai)(kuai)有(you)脈沖形(xing)成(cheng)(cheng)模(mo)(mo)塊(kuai)(kuai)(kuai)(kuai)、開(kai)關(guan)陣列、計(ji)(ji)(ji)(ji)(ji)數(shu)模(mo)(mo)塊(kuai)(kuai)(kuai)(kuai)、顯(xian)示模(mo)(mo)塊(kuai)(kuai)(kuai)(kuai)等。在(zai)(zai)每(mei)個(ge)(ge)模(mo)(mo)塊(kuai)(kuai)(kuai)(kuai)上(shang)(shang)(shang)僅(jin)給(gei)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)提(ti)供比(bi)“面膜實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)板”更好用的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)可能用到的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)多種(zhong)(zhong)(zhong)(zhong)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)子(zi)(zi)元(yuan)器件(jian)(每(mei)個(ge)(ge)元(yuan)器件(jian)留出(chu)插孔(kong))及(ji)多種(zhong)(zhong)(zhong)(zhong)規格的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)芯片底座。學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)在(zai)(zai)此(ci)(ci)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)平(ping)(ping)臺(tai)上(shang)(shang)(shang)既可以自行(xing)設(she)計(ji)(ji)(ji)(ji)(ji)一(yi)些驗(yan)(yan)(yan)(yan)(yan)證(zheng)性的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)，也(ye)(ye)可以開(kai)發(fa)一(yi)個(ge)(ge)綜合(he)應(ying)用系(xi)統(tong)(tong)。但無論哪種(zhong)(zhong)(zhong)(zhong)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)，學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)都必須獨立(li)完(wan)成(cheng)(cheng)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)(lu)(lu)原理(li)設(she)計(ji)(ji)(ji)(ji)(ji)、硬件(jian)選(xuan)型、電(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)(lu)(lu)搭建(jian)及(ji)調試工(gong)作(zuo)，從始至(zhi)終，讓學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)把(ba)握(wo)主(zhu)動(dong)權。例(li)如(ru)在(zai)(zai)此(ci)(ci)平(ping)(ping)臺(tai)上(shang)(shang)(shang)，讓學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)設(she)計(ji)(ji)(ji)(ji)(ji)一(yi)個(ge)(ge)0～99秒倒(dao)計(ji)(ji)(ji)(ji)(ji)時器的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)綜合(he)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)(至(zhi)少4個(ge)(ge)學(xue)(xue)(xue)(xue)(xue)(xue)時，可用于(yu)(yu)機電(dian)(dian)(dian)(dian)(dian)(dian)(dian)、機械(xie)設(she)計(ji)(ji)(ji)(ji)(ji)及(ji)其(qi)自動(dong)化等課時較多的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)專業，也(ye)(ye)可以作(zuo)為(wei)這(zhe)(zhe)(zhe)(zhe)些專業的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)工(gong)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)子(zi)(zi)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)內(nei)容)。學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)首先必須根據(ju)系(xi)統(tong)(tong)功能要(yao)求，分析出(chu)系(xi)統(tong)(tong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)構成(cheng)(cheng)：時鐘電(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)(lu)(lu)、鍵盤(pan)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)(lu)(lu)、預置(zhi)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)(lu)(lu)、計(ji)(ji)(ji)(ji)(ji)數(shu)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)(lu)(lu)、復(fu)位電(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)(lu)(lu)、譯碼顯(xian)示電(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)(lu)(lu)、電(dian)(dian)(dian)(dian)(dian)(dian)(dian)源(yuan)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)(lu)(lu)及(ji)聲(sheng)光報警電(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)(lu)(lu)等內(nei)容，然(ran)后再組成(cheng)(cheng)系(xi)統(tong)(tong)，(圖略)設(she)計(ji)(ji)(ji)(ji)(ji)出(chu)原理(li)圖并做出(chu)硬件(jian)選(xuan)型后，學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)在(zai)(zai)平(ping)(ping)臺(tai)上(shang)(shang)(shang)搭建(jian)電(dian)(dian)(dian)(dian)(dian)(dian)(dian)路(lu)(lu)(lu)(lu)，調試，并解(jie)決(jue)在(zai)(zai)調試過程(cheng)(cheng)中所出(chu)現的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)各種(zhong)(zhong)(zhong)(zhong)各樣的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)問(wen)(wen)題(ti)(ti)，得出(chu)結果。在(zai)(zai)整個(ge)(ge)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)過程(cheng)(cheng)中，學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)是(shi)主(zhu)角，老師僅(jin)是(shi)扮演(yan)一(yi)個(ge)(ge)“技術(shu)顧問(wen)(wen)”的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)角色。通過類似于(yu)(yu)這(zhe)(zhe)(zhe)(zhe)樣的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)際(ji)應(ying)用系(xi)統(tong)(tong)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)設(she)計(ji)(ji)(ji)(ji)(ji)訓練，使(shi)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)掌(zhang)握(wo)模(mo)(mo)塊(kuai)(kuai)(kuai)(kuai)化的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)設(she)計(ji)(ji)(ji)(ji)(ji)方(fang)法，把(ba)所學(xue)(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)知(zhi)識(shi)融(rong)會貫通起(qi)來，同時建(jian)立(li)起(qi)“系(xi)統(tong)(tong)”的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)概(gai)念(nian)。總(zong)之(zhi)，在(zai)(zai)這(zhe)(zhe)(zhe)(zhe)個(ge)(ge)平(ping)(ping)臺(tai)上(shang)(shang)(shang)，既可以培養(yang)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)靈活運用理(li)論知(zhi)識(shi)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)能力(li)(li)和解(jie)決(jue)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)際(ji)問(wen)(wen)題(ti)(ti)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)能力(li)(li)，也(ye)(ye)可以培養(yang)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)科研素質。由于(yu)(yu)整個(ge)(ge)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)驗(yan)(yan)(yan)(yan)(yan)是(shi)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)在(zai)(zai)老師的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)配(pei)合(he)下來完(wan)成(cheng)(cheng)，成(cheng)(cheng)就感強(qiang)(qiang)，激發(fa)了(le)(le)(le)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)習(xi)興趣(qu)和動(dong)力(li)(li)，也(ye)(ye)增強(qiang)(qiang)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)(de)創新(xin)(xin)能力(li)(li)。

四(si)、利用網絡技術構建一(yi)個學(xue)(xue)習交(jiao)流平臺，增強(qiang)學(xue)(xue)習氛圍(wei)

計算機的(de)(de)普及和網(wang)絡(luo)(luo)技術(shu)的(de)(de)發(fa)展(zhan)，使構建一(yi)(yi)個公共學(xue)(xue)(xue)(xue)習(xi)平臺成為可(ke)能。在(zai)(zai)(zai)教(jiao)(jiao)學(xue)(xue)(xue)(xue)改革不(bu)斷發(fa)展(zhan)的(de)(de)今天，一(yi)(yi)些精品課(ke)(ke)(ke)程(cheng)(cheng)(cheng)相(xiang)繼建立了(le)(le)(le)相(xiang)應的(de)(de)網(wang)站(zhan)。針對(dui)學(xue)(xue)(xue)(xue)習(xi)電(dian)(dian)工電(dian)(dian)子技術(shu)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)的(de)(de)專(zhuan)業(ye)廣(guang)，學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)人數多(每(mei)(mei)年全校有十幾個專(zhuan)業(ye)，1200多學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)學(xue)(xue)(xue)(xue)習(xi)電(dian)(dian)工電(dian)(dian)子技術(shu))，而(er)課(ke)(ke)(ke)堂授(shou)課(ke)(ke)(ke)學(xue)(xue)(xue)(xue)時(shi)相(xiang)對(dui)較(jiao)少(根據專(zhuan)業(ye)不(bu)同，授(shou)課(ke)(ke)(ke)學(xue)(xue)(xue)(xue)時(shi)不(bu)同，從36學(xue)(xue)(xue)(xue)時(shi)到(dao)120學(xue)(xue)(xue)(xue)時(shi)不(bu)等(deng))，學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)之間(jian)、學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)與(yu)(yu)老(lao)(lao)師(shi)(shi)之間(jian)交(jiao)流(liu)機會(hui)少等(deng)情(qing)況，筆者(zhe)利(li)用網(wang)絡(luo)(luo)技術(shu)構建了(le)(le)(le)一(yi)(yi)個公共學(xue)(xue)(xue)(xue)習(xi)交(jiao)流(liu)平臺。在(zai)(zai)(zai)這個平臺上(shang)，設計了(le)(le)(le)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)介(jie)紹(shao)區、學(xue)(xue)(xue)(xue)習(xi)功(gong)能區、交(jiao)流(liu)功(gong)能區、創(chuang)新(xin)功(gong)能區等(deng)，每(mei)(mei)個欄(lan)目(mu)各司其職，不(bu)但(dan)方便了(le)(le)(le)學(xue)(xue)(xue)(xue)習(xi)，更重(zhong)要的(de)(de)是使師(shi)(shi)生(sheng)(sheng)(sheng)間(jian)無障(zhang)礙地交(jiao)流(liu)。在(zai)(zai)(zai)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)介(jie)紹(shao)中，介(jie)紹(shao)了(le)(le)(le)本課(ke)(ke)(ke)程(cheng)(cheng)(cheng)的(de)(de)特(te)點、內容體系結構、教(jiao)(jiao)學(xue)(xue)(xue)(xue)目(mu)的(de)(de)要求及參考教(jiao)(jiao)材，使學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)對(dui)本課(ke)(ke)(ke)程(cheng)(cheng)(cheng)有一(yi)(yi)個全面的(de)(de)了(le)(le)(le)解;在(zai)(zai)(zai)學(xue)(xue)(xue)(xue)習(xi)功(gong)能區，學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)可(ke)以(yi)(yi)在(zai)(zai)(zai)線利(li)用電(dian)(dian)子教(jiao)(jiao)案進行學(xue)(xue)(xue)(xue)習(xi)，也可(ke)以(yi)(yi)在(zai)(zai)(zai)線做一(yi)(yi)些題目(mu)的(de)(de)練習(xi)或(huo)(huo)者(zhe)是自(zi)測，來檢查自(zi)己(ji)的(de)(de)知(zhi)識(shi)掌握情(qing)況;在(zai)(zai)(zai)交(jiao)流(liu)功(gong)能區，學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)可(ke)以(yi)(yi)利(li)用論壇(tan)交(jiao)流(liu)學(xue)(xue)(xue)(xue)習(xi)中所遇到(dao)的(de)(de)問題或(huo)(huo)是學(xue)(xue)(xue)(xue)習(xi)心得，學(xue)(xue)(xue)(xue)習(xi)課(ke)(ke)(ke)堂寬廣(guang)，學(xue)(xue)(xue)(xue)習(xi)心情(qing)放松(song)，各抒己(ji)見，互相(xiang)啟發(fa)，教(jiao)(jiao)學(xue)(xue)(xue)(xue)相(xiang)長;在(zai)(zai)(zai)創(chuang)新(xin)功(gong)能區，公布學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)創(chuang)新(xin)項目(mu)的(de)(de)成果及設計思路過(guo)程(cheng)(cheng)(cheng)，一(yi)(yi)方面激發(fa)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)創(chuang)新(xin)積(ji)極(ji)性，另一(yi)(yi)方面也可(ke)以(yi)(yi)給(gei)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)繼續創(chuang)新(xin)做出案例，創(chuang)新(xin)題目(mu)可(ke)以(yi)(yi)咨詢老(lao)(lao)師(shi)(shi)或(huo)(huo)者(zhe)自(zi)擬，通過(guo)這樣訓練，可(ke)以(yi)(yi)使學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)視野開(kai)闊、能力增強。綜上(shang)所述，網(wang)絡(luo)(luo)課(ke)(ke)(ke)堂擴大(da)了(le)(le)(le)課(ke)(ke)(ke)程(cheng)(cheng)(cheng)的(de)(de)受益面，與(yu)(yu)課(ke)(ke)(ke)堂教(jiao)(jiao)學(xue)(xue)(xue)(xue)互補(bu)，實現了(le)(le)(le)因材施教(jiao)(jiao)，創(chuang)造(zao)了(le)(le)(le)教(jiao)(jiao)師(shi)(shi)與(yu)(yu)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)、學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)與(yu)(yu)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)之間(jian)交(jiao)互的(de)(de)環境;因而(er)活躍了(le)(le)(le)教(jiao)(jiao)學(xue)(xue)(xue)(xue)和學(xue)(xue)(xue)(xue)術(shu)氣氛，使學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)得到(dao)熏陶。

篇8

關鍵詞：電工學；專業(ye)需求(qiu)；整體優(you)化

作(zuo)者簡(jian)介：徐霞（1970-），女，重(zhong)慶(qing)人，重(zhong)慶(qing)理(li)工大(da)學電子信息與(yu)自(zi)動化(hua)(hua)學院(yuan)，副教(jiao)授；涂巧(qiao)玲(ling)（1965-），女，重(zhong)慶(qing)人，重(zhong)慶(qing)理(li)工大(da)學電子信息與(yu)自(zi)動化(hua)(hua)學院(yuan)，教(jiao)授。（重(zhong)慶(qing) 400054）

基(ji)金(jin)項(xiang)目(mu)：本(ben)文(wen)系重慶理工大學教研(yan)項(xiang)目(mu)（項(xiang)目(mu)編號：2011027）的研(yan)究成(cheng)果。

中圖分類號：G642.0 文(wen)獻(xian)標識碼：A 文(wen)章編(bian)號：1007-0079（2013）05-0055-02

“電工(gong)學(xue)(xue)”課(ke)(ke)程是(shi)面(mian)向(xiang)非電專(zhuan)業(ye)學(xue)(xue)生(sheng)開設(she)的(de)(de)一(yi)門技術基(ji)礎課(ke)(ke)，該(gai)(gai)課(ke)(ke)程既(ji)有基(ji)礎理(li)論(lun)又有專(zhuan)業(ye)知識(shi)，理(li)論(lun)和(he)(he)實踐并重，是(shi)由純理(li)論(lun)課(ke)(ke)學(xue)(xue)習向(xiang)工(gong)程實踐應(ying)(ying)用(yong)(yong)過(guo)渡的(de)(de)橋(qiao)梁。該(gai)(gai)課(ke)(ke)程的(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)主要以通(tong)識(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育為(wei)主，即無論(lun)何種(zhong)專(zhuan)業(ye)，課(ke)(ke)程的(de)(de)理(li)論(lun)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)以及實驗內(nei)容(rong)都基(ji)本(ben)相同，存在(zai)(zai)(zai)的(de)(de)差別只是(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)學(xue)(xue)時以及內(nei)容(rong)深淺的(de)(de)不同。然而，該(gai)(gai)課(ke)(ke)程的(de)(de)問題(ti)是(shi)重教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)內(nei)容(rong)的(de)(de)系(xi)統(tong)性(xing)(xing)、完(wan)整(zheng)性(xing)(xing)，而忽(hu)略了(le)(le)為(wei)學(xue)(xue)科交叉提(ti)供延(yan)伸(shen)接口。作為(wei)一(yi)門技術基(ji)礎課(ke)(ke)，“電工(gong)學(xue)(xue)”課(ke)(ke)程的(de)(de)通(tong)識(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育模式忽(hu)略了(le)(le)各個專(zhuan)業(ye)的(de)(de)差異性(xing)(xing)和(he)(he)應(ying)(ying)用(yong)(yong)需求，并使部分(fen)學(xue)(xue)生(sheng)對學(xue)(xue)習該(gai)(gai)門課(ke)(ke)程的(de)(de)目的(de)(de)性(xing)(xing)和(he)(he)必要性(xing)(xing)產生(sheng)了(le)(le)懷疑。隨(sui)著我國高等教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育改(gai)革(ge)的(de)(de)不斷推進，在(zai)(zai)(zai)人才(cai)培養方(fang)面(mian)，越(yue)來(lai)越(yue)多的(de)(de)學(xue)(xue)者傾(qing)向(xiang)于這樣(yang)的(de)(de)觀點，即在(zai)(zai)(zai)一(yi)定通(tong)識(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育的(de)(de)基(ji)礎上，應(ying)(ying)逐步根(gen)據專(zhuan)業(ye)需求強化專(zhuan)業(ye)特色教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育。[1]因此本(ben)校在(zai)(zai)(zai)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)中，通(tong)過(guo)對專(zhuan)業(ye)應(ying)(ying)用(yong)(yong)背景的(de)(de)介紹，提(ti)出實際問題(ti)，引導學(xue)(xue)生(sheng)應(ying)(ying)用(yong)(yong)所學(xue)(xue)理(li)論(lun)知識(shi)解決實際問題(ti)。在(zai)(zai)(zai)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)內(nei)容(rong)和(he)(he)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)方(fang)法手段(duan)上進行了(le)(le)一(yi)系(xi)列的(de)(de)改(gai)革(ge)，爭取(qu)以整(zheng)體優化的(de)(de)方(fang)式在(zai)(zai)(zai)“電工(gong)學(xue)(xue)”教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)改(gai)革(ge)中取(qu)得一(yi)定成效。

一、專業需求(qiu)教(jiao)育對(dui)教(jiao)師的要求(qiu)

“電工學(xue)(xue)”教(jiao)(jiao)(jiao)學(xue)(xue)中，要(yao)根據每個專業(ye)(ye)需(xu)求的(de)(de)不(bu)(bu)同進行特色化的(de)(de)教(jiao)(jiao)(jiao)學(xue)(xue)，這(zhe)就對教(jiao)(jiao)(jiao)師(shi)提出了更(geng)高的(de)(de)要(yao)求。教(jiao)(jiao)(jiao)師(shi)不(bu)(bu)但(dan)要(yao)掌握本專業(ye)(ye)的(de)(de)知識(shi)，更(geng)要(yao)對不(bu)(bu)同專業(ye)(ye)進行了解、分析(xi)，知道(dao)“電工學(xue)(xue)”在該專業(ye)(ye)的(de)(de)一些主要(yao)應用(yong)領域，并能舉出適合(he)課堂教(jiao)(jiao)(jiao)學(xue)(xue)的(de)(de)應用(yong)實例(li)。要(yao)做到這(zhe)一點，教(jiao)(jiao)(jiao)師(shi)要(yao)參(can)閱該專業(ye)(ye)的(de)(de)培養計劃以及該專業(ye)(ye)的(de)(de)主干(gan)課程教(jiao)(jiao)(jiao)材(cai)，獲取(qu)更(geng)多的(de)(de)專業(ye)(ye)信息。這(zhe)需(xu)要(yao)學(xue)(xue)院、學(xue)(xue)校的(de)(de)支持，學(xue)(xue)校派(pai)教(jiao)(jiao)(jiao)師(shi)到其他各個高校學(xue)(xue)習調研，參(can)加各種研討會，使其得到更(geng)廣泛的(de)(de)知識(shi)。

二、專業(ye)需求教育下(xia)對(dui)各專業(ye)教學內容的研究

“電(dian)工(gong)學”的課(ke)程體系(xi)是(shi)(shi)從60年代(dai)開始逐步(bu)建立(li)起來(lai)的，是(shi)(shi)電(dian)類專業“電(dian)路分析”、“模擬(ni)電(dian)路”、“數字電(dian)路”、“電(dian)機電(dian)器及(ji)控(kong)制”四門課(ke)程的簡化和濃縮。[2]本課(ke)程組(zu)對(dui)各專業的課(ke)程基礎內容進行了規范與整理，規定了電(dian)路分析、模擬(ni)電(dian)路、數字電(dian)路、電(dian)機電(dian)器及(ji)控(kong)制4個部分必講(jiang)的基礎內容。

由于各(ge)個(ge)專業(ye)對“電工(gong)學”知(zhi)識的側(ce)重點(dian)不同，教師根據人(ren)才(cai)培養計劃，相應地增加一些(xie)對專業(ye)內容及應用實例的講解，同時也(ye)要注意難易(yi)程度，使其便于學生掌(zhang)握接受。

在(zai)教(jiao)學(xue)過(guo)程(cheng)中，教(jiao)師一般先根(gen)據(ju)專業情況選取一些(xie)有特色的(de)實例，以(yi)問(wen)題為(wei)核心，以(yi)分組協作(zuo)為(wei)組織形(xing)式，以(yi)解答問(wen)題為(wei)驅動力來(lai)展開(kai)教(jiao)學(xue)，關鍵是根(gen)據(ju)不同的(de)專業情況來(lai)精心設(she)計問(wen)題。這對教(jiao)師提出(chu)了很(hen)高的(de)要(yao)求，要(yao)求設(she)計的(de)問(wen)題能引出(chu)本(ben)課程(cheng)與相(xiang)(xiang)應學(xue)科領域相(xiang)(xiang)關的(de)基本(ben)概(gai)念(nian)原理，確(que)保問(wen)題能夠激發學(xue)生的(de)學(xue)習(xi)動機和學(xue)習(xi)熱(re)情。

1.機械工程專業

機(ji)械工(gong)(gong)程專(zhuan)業是(shi)重慶理工(gong)(gong)大學（以下簡稱“我(wo)校”）的(de)(de)品牌專(zhuan)業。課程組教師結合(he)工(gong)(gong)廠(chang)(chang)實際，對(dui)此專(zhuan)業學生重點講解了電動機(ji)的(de)(de)繼電器(qi)(qi)接(jie)觸(chu)器(qi)(qi)控制，教師對(dui)繼電器(qi)(qi)接(jie)觸(chu)器(qi)(qi)控制的(de)(de)相關知識以車床、銑床或者鉆床為(wei)例進(jin)行詳細講解。如時(shi)間(jian)充足，需對(dui)學生進(jin)行可(ke)編(bian)程控制器(qi)(qi)的(de)(de)介紹(shao)，要(yao)求學生看得懂繼電器(qi)(qi)接(jie)觸(chu)器(qi)(qi)原理圖和接(jie)線圖，因(yin)為(wei)現在的(de)(de)很(hen)多工(gong)(gong)廠(chang)(chang)都進(jin)行了可(ke)編(bian)程控制器(qi)(qi)改(gai)造。

2.車輛工程專業

車輛(liang)工程專業的學(xue)生要掌握車身(shen)、底盤、發動機、電器(qi)及電子(zi)技(ji)術等方面的基本理(li)論、原理(li)。在該專業的知(zhi)識體(ti)系(xi)中，汽車電子(zi)技(ji)術尤為重要。汽車的發電、電控(kong)、電子(zi)點(dian)火及信息監(jian)控(kong)顯示等系(xi)統都可作為電子(zi)技(ji)術內容的教(jiao)學(xue)應用(yong)背景及電路實例。在實際的教(jiao)學(xue)過程中，教(jiao)師(shi)將電子(zi)技(ji)術的內容作為重點(dian)，應用(yong)到教(jiao)學(xue)中。

3.材料科學專業

材料科(ke)學(xue)專業(ye)主(zhu)要(yao)研究的(de)是材料加工工程以(yi)及材料測量與檢測技(ji)術，因(yin)此“電(dian)工學(xue)”在(zai)該專業(ye)的(de)教(jiao)(jiao)學(xue)中(zhong)著重強調電(dian)機(ji)拖動方面(mian)的(de)內(nei)容。教(jiao)(jiao)師在(zai)講解這(zhe)部分內(nei)容時從直流電(dian)動機(ji)以(yi)及三(san)相(xiang)異步電(dian)動機(ji)原理入手(shou)，到(dao)電(dian)機(ji)的(de)應用都要(yao)主(zhu)要(yao)介紹，另外整(zheng)流電(dian)路、電(dian)動機(ji)的(de)調速(su)、制(zhi)動、反(fan)轉等都需(xu)要(yao)給(gei)學(xue)生詳細講解。

教(jiao)(jiao)(jiao)師(shi)在“電(dian)(dian)工學(xue)(xue)”教(jiao)(jiao)(jiao)學(xue)(xue)中(zhong)(zhong)也要向學(xue)(xue)生介(jie)紹(shao)(shao)該(gai)專(zhuan)業(ye)前沿的(de)(de)研(yan)究(jiu)成果，如在材(cai)(cai)料(liao)(liao)專(zhuan)業(ye)中(zhong)(zhong)的(de)(de)基本(ben)電(dian)(dian)路元件憶(yi)阻器。憶(yi)阻器作(zuo)為教(jiao)(jiao)(jiao)科(ke)書上還(huan)沒(mei)有提及的(de)(de)基本(ben)元件，可以(yi)適當補充(chong)進(jin)“電(dian)(dian)工學(xue)(xue)”的(de)(de)教(jiao)(jiao)(jiao)學(xue)(xue)中(zhong)(zhong)，使學(xue)(xue)生借助文獻閱讀深刻理(li)解(jie)和(he)(he)掌握材(cai)(cai)料(liao)(liao)、元件與(yu)電(dian)(dian)路之間(jian)的(de)(de)聯系，運用(yong)所學(xue)(xue)知識在科(ke)研(yan)家或工程師(shi)的(de)(de)工作(zuo)中(zhong)(zhong)發(fa)現新(xin)概(gai)念(nian)和(he)(he)新(xin)技(ji)術。通過教(jiao)(jiao)(jiao)師(shi)在教(jiao)(jiao)(jiao)學(xue)(xue)中(zhong)(zhong)介(jie)紹(shao)(shao)憶(yi)阻器的(de)(de)概(gai)念(nian)，學(xue)(xue)生進(jin)一步加深理(li)解(jie)與(yu)明確“電(dian)(dian)工學(xue)(xue)”在材(cai)(cai)料(liao)(liao)研(yan)究(jiu)和(he)(he)應用(yong)中(zhong)(zhong)的(de)(de)重要作(zuo)用(yong)，理(li)解(jie)材(cai)(cai)料(liao)(liao)的(de)(de)制備與(yu)構(gou)效關系是(shi)材(cai)(cai)料(liao)(liao)研(yan)究(jiu)的(de)(de)主(zhu)題(ti)，也是(shi)作(zuo)為“材(cai)(cai)料(liao)(liao)人”今后(hou)努力(li)和(he)(he)發(fa)展(zhan)的(de)(de)方向。[3]

4.化工專業

化工(gong)專業培養的(de)學生要系(xi)統掌握各類化學工(gong)程(cheng)與工(gong)藝的(de)專業基(ji)本知(zhi)識和基(ji)本技能(neng)，具備指(zhi)導和管(guan)理(li)化工(gong)生產的(de)能(neng)力。因(yin)此(ci)要求在(zai)“電(dian)工(gong)學”的(de)學習中更(geng)熟(shu)悉化工(gong)流(liu)程(cheng)中所用到的(de)電(dian)子設備的(de)原理(li)，教師(shi)在(zai)教學中強化電(dian)工(gong)學強電(dian)方(fang)面以(yi)及設備方(fang)面的(de)內容(rong)。

 本課程(cheng)組(zu)曾經在課后(hou)要求學生(sheng)自學掌握的(de)(de)相關方面的(de)(de)內容有：電(dian)阻加熱器及(ji)溫度的(de)(de)測量和(he)控制；工(gong)頻感(gan)應加熱器的(de)(de)原(yuan)理和(he)實(shi)踐；日光(guang)燈(deng)電(dian)路及(ji)節能；日光(guang)燈(deng)等效正弦波(bo)參(can)數(shu)的(de)(de)測定和(he)分析；用電(dian)流(liu)表(biao)法測算交流(liu)電(dian)動機的(de)(de)功率因數(shu)。

5.制藥專業

本校的(de)(de)(de)制(zhi)藥專業側重于生(sheng)產過程質量(liang)控(kong)制(zhi)、技(ji)術管(guan)理方(fang)面(mian)及(ji)應用。因此教(jiao)師(shi)在“電工學(xue)”的(de)(de)(de)教(jiao)學(xue)中可(ke)以(yi)把(ba)制(zhi)藥設備(bei)的(de)(de)(de)工作(zuo)原(yuan)理和控(kong)制(zhi)過程以(yi)及(ji)重要的(de)(de)(de)檢測及(ji)監控(kong)作(zuo)為教(jiao)學(xue)案例，[4]電子(zi)技(ji)術的(de)(de)(de)內容可(ke)以(yi)適當(dang)弱化。

三(san)、建(jian)立適應整體優(you)化的教學手段和(he)方法

1.積極引導，培養學生的創新意識

中(zhong)國學(xue)生(sheng)(sheng)“基本(ben)功好(hao)(hao)(hao)、書(shu)本(ben)知識(shi)好(hao)(hao)(hao)、考試(shi)成績好(hao)(hao)(hao)”，西方(fang)學(xue)生(sheng)(sheng)“交流表達能(neng)力好(hao)(hao)(hao)、動手能(neng)力好(hao)(hao)(hao)、創新能(neng)力好(hao)(hao)(hao)”。兩(liang)種“三好(hao)(hao)(hao)”的(de)(de)不同從(cong)某個角度反映了(le)我國在人才(cai)(cai)培(pei)養上還有(you)缺陷。我校(xiao)作為地方(fang)本(ben)科院校(xiao)，應緊密結合地方(fang)經濟建設(she)和社會(hui)發展(zhan)需要(yao)調整(zheng)人才(cai)(cai)培(pei)養目(mu)標，培(pei)養工程(cheng)研究應用型(xing)人才(cai)(cai)。我校(xiao)占半數以上的(de)(de)本(ben)科畢業(ye)生(sheng)(sheng)幾(ji)乎全部走上工作崗位，這些畢業(ye)生(sheng)(sheng)進入社會(hui)后能(neng)否很好(hao)(hao)(hao)地適應社會(hui)的(de)(de)要(yao)求就(jiu)是對學(xue)校(xiao)教學(xue)的(de)(de)檢驗。因而在人才(cai)(cai)培(pei)養上應加強基礎，培(pei)養創新型(xing)人才(cai)(cai)才(cai)(cai)能(neng)適應社會(hui)的(de)(de)需要(yao)。

課程組在(zai)教(jiao)(jiao)學(xue)中(zhong)(zhong)發(fa)現(xian)在(zai)自由、輕松氣氛(fen)下，學(xue)生(sheng)(sheng)才(cai)能最有效地學(xue)習，才(cai)最有利于(yu)創造力的(de)發(fa)展。這就要(yao)求教(jiao)(jiao)師要(yao)營造一個(ge)民主、和(he)諧的(de)課堂(tang)教(jiao)(jiao)學(xue)氛(fen)圍。教(jiao)(jiao)師在(zai)教(jiao)(jiao)學(xue)中(zhong)(zhong)遵循(xun)平等(deng)性(xing)、民主性(xing)、主體性(xing)等(deng)原則，形成積(ji)極(ji)、健康、生(sheng)(sheng)動活潑的(de)課堂(tang)心理氛(fen)圍，這一點對于(yu)培養學(xue)生(sheng)(sheng)的(de)創造性(xing)是(shi)非(fei)常重要(yao)的(de)。現(xian)在(zai)的(de)大學(xue)課堂(tang)很多(duo)還(huan)是(shi)采(cai)(cai)取滿堂(tang)灌的(de)方(fang)式(shi)，教(jiao)(jiao)師首先要(yao)有意識地改(gai)變這種方(fang)式(shi)，逐漸引導學(xue)生(sheng)(sheng)敢想(xiang)、敢問、明白教(jiao)(jiao)育的(de)未(wei)知(zhi)性(xing)、探索性(xing)，允許學(xue)生(sheng)(sheng)采(cai)(cai)取逆(ni)向學(xue)習法，讓其學(xue)會從(cong)質疑(yi)中(zhong)(zhong)學(xue)習，從(cong)體驗(yan)中(zhong)(zhong)學(xue)習，從(cong)論辯中(zhong)(zhong)學(xue)習。

為(wei)了啟迪(di)學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)創(chuang)新意(yi)識，筆者認(ren)為(wei)工科學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)應(ying)適當(dang)了解一(yi)(yi)些(xie)(xie)學(xue)(xue)(xue)(xue)科相關知識和最新進(jin)展(zhan)，以開闊視(shi)野。為(wei)此(ci)，筆者準備在講課的(de)(de)過程中(zhong)，穿插(cha)一(yi)(yi)些(xie)(xie)如電(dian)工學(xue)(xue)(xue)(xue)理論的(de)(de)發展(zhan)簡史、科學(xue)(xue)(xue)(xue)家的(de)(de)生(sheng)(sheng)(sheng)平介紹(shao)、名言警(jing)句以及一(yi)(yi)些(xie)(xie)常用的(de)(de)電(dian)類(lei)知識，這(zhe)些(xie)(xie)使學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)可(ke)以從中(zhong)體會(hui)到科學(xue)(xue)(xue)(xue)思(si)想、科學(xue)(xue)(xue)(xue)方(fang)法、科技與人文、科學(xue)(xue)(xue)(xue)與藝(yi)術(shu)、文理交融的(de)(de)重要精神，這(zhe)對(dui)于激發學(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)學(xue)(xue)(xue)(xue)習興趣和創(chuang)新意(yi)識的(de)(de)培養是(shi)有(you)益的(de)(de)。

2.教學手段(duan)的多樣(yang)性

課程組對電(dian)工和電(dian)子(zi)技(ji)術基礎各部分(fen)內(nei)(nei)容做了(le)詳細分(fen)析，采用傳統(tong)教(jiao)(jiao)學(xue)(xue)(xue)與多(duo)媒(mei)體教(jiao)(jiao)學(xue)(xue)(xue)相結合的(de)方法，針對不同的(de)教(jiao)(jiao)學(xue)(xue)(xue)內(nei)(nei)容尋求最佳的(de)教(jiao)(jiao)學(xue)(xue)(xue)方式。如講授低壓電(dian)器和繼(ji)電(dian)接觸(chu)(chu)器控制(zhi)系統(tong)內(nei)(nei)容時，將(jiang)實物(wu)發(fa)給(gei)學(xue)(xue)(xue)生，并讓(rang)學(xue)(xue)(xue)生用萬用表(biao)測電(dian)阻了(le)解(jie)什么是常開觸(chu)(chu)點(dian)(dian)，什么是常閉(bi)觸(chu)(chu)點(dian)(dian)。低壓電(dian)器相關內(nei)(nei)容歸納起來(lai)無(wu)非是導通和切斷問題(ti)，也就是開關問題(ti)，其核(he)心是觸(chu)(chu)點(dian)(dian)，或是常開觸(chu)(chu)點(dian)(dian)或是常閉(bi)觸(chu)(chu)點(dian)(dian)，或是人為(wei)控制(zhi)通斷的(de)觸(chu)(chu)點(dian)(dian)，或是由(you)溫度、時間、速度等物(wu)理量控制(zhi)通斷的(de)觸(chu)(chu)點(dian)(dian)。如PN結的(de)形成、多(duo)子(zi)與少子(zi)的(de)移動，用動畫都(dou)能起到很好的(de)效果(guo)。本課程組將(jiang)現代教(jiao)(jiao)育(yu)技(ji)術與傳統(tong)教(jiao)(jiao)學(xue)(xue)(xue)手(shou)(shou)段(duan)有機結合，使得教(jiao)(jiao)學(xue)(xue)(xue)方法更先進、教(jiao)(jiao)學(xue)(xue)(xue)手(shou)(shou)段(duan)更靈活、教(jiao)(jiao)學(xue)(xue)(xue)過程更生動、教(jiao)(jiao)學(xue)(xue)(xue)效果(guo)更顯著。

3.建立科(ke)學合理的(de)電(dian)工學評價體系

針對課(ke)程(cheng)的(de)(de)(de)(de)特點(dian)(dian)，在“電工學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)”考(kao)試(shi)(shi)(shi)(shi)中，我校準(zhun)備(bei)實行(xing)資格(ge)考(kao)試(shi)(shi)(shi)(shi)+水平(ping)(ping)考(kao)試(shi)(shi)(shi)(shi)相結(jie)合(he)的(de)(de)(de)(de)考(kao)核方式(shi)。在考(kao)試(shi)(shi)(shi)(shi)內容的(de)(de)(de)(de)設計(ji)上(shang)，增強題型(xing)設計(ji)的(de)(de)(de)(de)靈活性(xing)，試(shi)(shi)(shi)(shi)題中應多出綜合(he)思(si)考(kao)題、應用(yong)題和分(fen)(fen)析題。資格(ge)考(kao)試(shi)(shi)(shi)(shi)對學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)知識掌握(wo)情況進(jin)行(xing)測(ce)試(shi)(shi)(shi)(shi)，考(kao)試(shi)(shi)(shi)(shi)內容為(wei)(wei)課(ke)程(cheng)中的(de)(de)(de)(de)重要定(ding)理、課(ke)后練習(xi)和布置自學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)(de)內容，水平(ping)(ping)考(kao)試(shi)(shi)(shi)(shi)采用(yong)試(shi)(shi)(shi)(shi)題庫中的(de)(de)(de)(de)試(shi)(shi)(shi)(shi)題對學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)綜合(he)應用(yong)能(neng)力(li)進(jin)行(xing)測(ce)試(shi)(shi)(shi)(shi)。這樣既檢(jian)測(ce)了(le)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)知識能(neng)力(li)，又(you)提高了(le)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)平(ping)(ping)時(shi)(shi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)的(de)(de)(de)(de)積(ji)極性(xing)。在改革考(kao)試(shi)(shi)(shi)(shi)內容的(de)(de)(de)(de)基(ji)礎(chu)上(shang)，實現(xian)考(kao)試(shi)(shi)(shi)(shi)方式(shi)的(de)(de)(de)(de)多元化。目前可(ke)以采用(yong)集中考(kao)核和分(fen)(fen)散考(kao)核兩種(zhong)形式(shi)，通過閉卷(juan)、開卷(juan)、口試(shi)(shi)(shi)(shi)、讀書(shu)報告等多種(zhong)方式(shi)進(jin)行(xing)考(kao)核。每一種(zhong)考(kao)試(shi)(shi)(shi)(shi)方式(shi)都有自己的(de)(de)(de)(de)優(you)缺(que)點(dian)(dian)和適(shi)用(yong)范圍(wei)。另外(wai)適(shi)度(du)提高平(ping)(ping)時(shi)(shi)成績的(de)(de)(de)(de)比(bi)例，調動(dong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)平(ping)(ping)時(shi)(shi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)的(de)(de)(de)(de)積(ji)極性(xing)。在“電工學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)”教(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)中，以課(ke)堂教(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)在多大程(cheng)度(du)上(shang)給(gei)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)提供(gong)了(le)個發展和思(si)維能(neng)力(li)發展為(wei)(wei)評(ping)(ping)(ping)估依據，發揮評(ping)(ping)(ping)價(jia)的(de)(de)(de)(de)正確導向作用(yong)。教(jiao)師(shi)在做學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)科成績評(ping)(ping)(ping)價(jia)時(shi)(shi)，將課(ke)堂上(shang)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)主動(dong)參與協作學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)時(shi)(shi)的(de)(de)(de)(de)行(xing)為(wei)(wei)表(biao)現(xian)、自主探索的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)習(xi)慣、是否積(ji)極完成作業等作出定(ding)性(xing)評(ping)(ping)(ping)價(jia)，按照一定(ding)的(de)(de)(de)(de)比(bi)例納入考(kao)試(shi)(shi)(shi)(shi)總成績，作為(wei)(wei)平(ping)(ping)時(shi)(shi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)行(xing)為(wei)(wei)表(biao)現(xian)成績分(fen)(fen)數，以解除一部分(fen)(fen)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)基(ji)礎(chu)較差的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)在心(xin)理上(shang)的(de)(de)(de)(de)后顧(gu)之憂，讓理論基(ji)礎(chu)較差、學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)態度(du)端正的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)獲得一定(ding)的(de)(de)(de)(de)發展潛力(li)分(fen)(fen)或教(jiao)師(shi)的(de)(de)(de)(de)心(xin)理期待發展分(fen)(fen)，從(cong)而(er)保護一部分(fen)(fen)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)上(shang)進(jin)心(xin)，通過優(you)化學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)(de)非智力(li)因(yin)素(su)促進(jin)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)智力(li)因(yin)素(su)的(de)(de)(de)(de)發展。

四、結束語

“電(dian)工(gong)學(xue)”教(jiao)(jiao)學(xue)改革是(shi)一項長期的艱巨任務，要(yao)深(shen)化(hua)(hua)教(jiao)(jiao)育教(jiao)(jiao)學(xue)改革推(tui)動人才培養(yang)觀(guan)念(nian)轉變和方式方法創(chuang)新(xin)。[5]“電(dian)工(gong)學(xue)”課(ke)程基(ji)于(yu)專業(ye)(ye)需求的整(zheng)體優化(hua)(hua)研究是(shi)時展的需要(yao)。要(yao)不斷更新(xin)教(jiao)(jiao)學(xue)理念(nian)，提高(gao)教(jiao)(jiao)師的教(jiao)(jiao)學(xue)水平，既(ji)重視“電(dian)工(gong)學(xue)”的基(ji)礎性(xing)，又突(tu)出其專業(ye)(ye)性(xing)和先(xian)進性(xing)。強化(hua)(hua)創(chuang)新(xin)和應用能力(li)培養(yang)，積(ji)極探(tan)索(suo)多種教(jiao)(jiao)學(xue)方法，并(bing)使多種教(jiao)(jiao)學(xue)方法有機結合。[6]教(jiao)(jiao)師要(yao)因材施(shi)教(jiao)(jiao)，對學(xue)生(sheng)進行(xing)由基(ji)礎到(dao)提高(gao)再到(dao)創(chuang)新(xin)的全(quan)(quan)面培養(yang)，真(zhen)正(zheng)達到(dao)全(quan)(quan)面提高(gao)教(jiao)(jiao)學(xue)質量的目(mu)的。本課(ke)程組的研究成果已(yi)經在我校非電(dian)專業(ye)(ye)教(jiao)(jiao)學(xue)中進行(xing)了(le)探(tan)索(suo)實踐，并(bing)取得了(le)良好的效(xiao)果。

參考文獻：

[1]劉(liu)海春，刑(xing)麗冬.“電(dian)工電(dian)子技術”課(ke)程教學中(zhong)的專業(ye)特色教育[J].電(dian)氣(qi)電(dian)子教學學報，2011，33（3）：24-25.

[2]李斌(bin)，林偉，等.重(zhong)構電工(gong)電子教學新體系[J].理工(gong)高教研究，

2006，25（1）：99-101.

[3]葉春暖.針(zhen)對材料類專(zhuan)業學生的電工學課程教學的思考與實踐(jian)[EB/OL]. .

[4]涂巧玲，徐霞.基(ji)于專業需(xu)求(qiu)的“電工電子技(ji)術(shu)”課(ke)程(cheng)內容的優化[J].電氣(qi)電子教(jiao)學學報，2011，33（3）：31-33.

篇9

關鍵詞：項目教學法；技(ji)校；實訓課(ke)程

中圖分(fen)類號(hao)(hao)：G71 文獻標識碼：A 文章編號(hao)(hao)：1673-9132（2016）11-0360-090

DOI：10.16657/ki.issn1673-9132.2016.11.047

技(ji)校電(dian)工(gong)專業每年為社(she)會輸送大(da)量的(de)電(dian)工(gong)技(ji)工(gong)人才，基(ji)于電(dian)工(gong)實(shi)訓課(ke)(ke)程實(shi)踐性(xing)強(qiang)(qiang)的(de)特點，教師在教學(xue)(xue)過程中(zhong)必須(xu)強(qiang)(qiang)調理(li)論(lun)與實(shi)踐的(de)結合，同時在實(shi)訓課(ke)(ke)程中(zhong)注重圍(wei)繞學(xue)(xue)生展(zhan)開、尊重學(xue)(xue)生的(de)主(zhu)(zhu)體地位。本文主(zhu)(zhu)要探討項目教學(xue)(xue)法在技(ji)校電(dian)工(gong)實(shi)訓課(ke)(ke)程中(zhong)的(de)意義(yi)及應用(yong)。

一、項(xiang)目教學法在技(ji)校(xiao)電(dian)工實訓課(ke)程(cheng)中應用的意(yi)義

項目(mu)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)法在技校(xiao)電(dian)(dian)(dian)工實(shi)(shi)(shi)訓(xun)課(ke)(ke)程(cheng)(cheng)(cheng)中(zhong)的(de)(de)(de)(de)(de)(de)應(ying)用符合新課(ke)(ke)程(cheng)(cheng)(cheng)標(biao)準要(yao)(yao)求，與學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)認知規(gui)律相符，能(neng)夠(gou)提(ti)(ti)升(sheng)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)全面(mian)(mian)素(su)質。在項目(mu)實(shi)(shi)(shi)施過(guo)(guo)程(cheng)(cheng)(cheng)中(zhong)，教(jiao)(jiao)(jiao)師(shi)扮演引導(dao)者的(de)(de)(de)(de)(de)(de)角色，注(zhu)重對(dui)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)引導(dao)，啟發學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)對(dui)課(ke)(ke)程(cheng)(cheng)(cheng)、職業(ye)未來等深層次的(de)(de)(de)(de)(de)(de)思(si)考，改變(bian)了傳統教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)模(mo)(mo)式(shi)(shi)(shi)下學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)被動接(jie)受知識(shi)的(de)(de)(de)(de)(de)(de)狀(zhuang)況，將學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)作為課(ke)(ke)堂(tang)的(de)(de)(de)(de)(de)(de)主體，有(you)利于學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)自主創新能(neng)力(li)的(de)(de)(de)(de)(de)(de)發揮(hui)，而(er)且，學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)在這(zhe)種(zhong)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)模(mo)(mo)式(shi)(shi)(shi)下能(neng)夠(gou)提(ti)(ti)升(sheng)解決實(shi)(shi)(shi)際問(wen)題的(de)(de)(de)(de)(de)(de)能(neng)力(li)。教(jiao)(jiao)(jiao)師(shi)在項目(mu)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)施過(guo)(guo)程(cheng)(cheng)(cheng)中(zhong)作為教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)(de)(de)(de)組織者、學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)的(de)(de)(de)(de)(de)(de)引導(dao)者，需(xu)要(yao)(yao)面(mian)(mian)對(dui)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)層出不窮的(de)(de)(de)(de)(de)(de)問(wen)題，這(zhe)給教(jiao)(jiao)(jiao)師(shi)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)提(ti)(ti)出了更高(gao)(gao)的(de)(de)(de)(de)(de)(de)要(yao)(yao)求。電(dian)(dian)(dian)工專(zhuan)業(ye)教(jiao)(jiao)(jiao)師(shi)在引導(dao)的(de)(de)(de)(de)(de)(de)過(guo)(guo)程(cheng)(cheng)(cheng)中(zhong)不僅(jin)需(xu)要(yao)(yao)具備電(dian)(dian)(dian)工專(zhuan)業(ye)方面(mian)(mian)的(de)(de)(de)(de)(de)(de)知識(shi)，同時還應(ying)該注(zhu)重思(si)維模(mo)(mo)式(shi)(shi)(shi)的(de)(de)(de)(de)(de)(de)引導(dao)。因此，在電(dian)(dian)(dian)工實(shi)(shi)(shi)訓(xun)項目(mu)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)過(guo)(guo)程(cheng)(cheng)(cheng)中(zhong)，教(jiao)(jiao)(jiao)師(shi)的(de)(de)(de)(de)(de)(de)技能(neng)不斷(duan)提(ti)(ti)升(sheng)，同時教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)素(su)養也得到有(you)效的(de)(de)(de)(de)(de)(de)提(ti)(ti)高(gao)(gao)。項目(mu)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)法在技校(xiao)電(dian)(dian)(dian)工實(shi)(shi)(shi)訓(xun)課(ke)(ke)程(cheng)(cheng)(cheng)中(zhong)的(de)(de)(de)(de)(de)(de)應(ying)用，不僅(jin)能(neng)夠(gou)促進學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)綜合素(su)質的(de)(de)(de)(de)(de)(de)全面(mian)(mian)提(ti)(ti)升(sheng)，同時也能(neng)提(ti)(ti)升(sheng)教(jiao)(jiao)(jiao)師(shi)的(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)水平(ping)，對(dui)提(ti)(ti)升(sheng)技校(xiao)電(dian)(dian)(dian)工實(shi)(shi)(shi)訓(xun)課(ke)(ke)程(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)(de)質量(liang)與效率(lv)具有(you)重要(yao)(yao)的(de)(de)(de)(de)(de)(de)意(yi)義。

二、技校電工實訓課程(cheng)中項目教學法(fa)的具體實施

（一）學習目標的確立

學(xue)(xue)習目標的(de)確(que)立是為了幫助學(xue)(xue)生樹立正確(que)的(de)學(xue)(xue)習方向，減少學(xue)(xue)生在實訓(xun)課程中的(de)彎路，幫助學(xue)(xue)生盡可能(neng)快地掌(zhang)(zhang)握電(dian)工(gong)(gong)技能(neng)，促進(jin)學(xue)(xue)生綜合(he)素(su)質(zhi)的(de)提升。具(ju)體的(de)學(xue)(xue)習目標為：第(di)(di)一，能(neng)夠熟(shu)練(lian)掌(zhang)(zhang)握電(dian)工(gong)(gong)操作；第(di)(di)二，掌(zhang)(zhang)握對(dui)日常電(dian)工(gong)(gong)儀(yi)表的(de)使(shi)用(yong)(yong)及(ji)維護；第(di)(di)三，具(ju)備配電(dian)線路、照明燈設備的(de)安裝能(neng)力；第(di)(di)四，具(ju)備對(dui)常用(yong)(yong)低壓電(dian)器的(de)選擇(ze)及(ji)維修(xiu)能(neng)力。上述目標所要求的(de)都是一名(ming)電(dian)工(gong)(gong)具(ju)備的(de)基礎(chu)的(de)能(neng)力，項目教(jiao)學(xue)(xue)法要求學(xue)(xue)生不(bu)僅(jin)具(ju)有(you)豐(feng)富的(de)電(dian)工(gong)(gong)理論(lun)知(zhi)識(shi)，同(tong)時(shi)還應該掌(zhang)(zhang)握必(bi)要的(de)操作技能(neng)。

（二）項(xiang)目任務的確定

確(que)定(ding)項(xiang)(xiang)目(mu)任務(wu)能夠給(gei)予學生(sheng)(sheng)一定(ding)的(de)(de)壓力(li)，提升學生(sheng)(sheng)參與(yu)電(dian)(dian)工(gong)(gong)(gong)實(shi)訓的(de)(de)動力(li)，幫助(zhu)(zhu)學生(sheng)(sheng)明(ming)確(que)在(zai)電(dian)(dian)工(gong)(gong)(gong)實(shi)訓課(ke)程中需要解決的(de)(de)問題，幫助(zhu)(zhu)學生(sheng)(sheng)找準定(ding)位。電(dian)(dian)工(gong)(gong)(gong)實(shi)訓課(ke)程項(xiang)(xiang)目(mu)任務(wu)主(zhu)要包(bao)括：第(di)(di)一，了解用(yong)電(dian)(dian)安全的(de)(de)相關常識；第(di)(di)二，掌(zhang)(zhang)(zhang)握(wo)電(dian)(dian)工(gong)(gong)(gong)材料的(de)(de)選擇；第(di)(di)三，掌(zhang)(zhang)(zhang)握(wo)正(zheng)確(que)使用(yong)電(dian)(dian)工(gong)(gong)(gong)工(gong)(gong)(gong)具、儀器(qi)儀表的(de)(de)方(fang)(fang)法；第(di)(di)四，掌(zhang)(zhang)(zhang)握(wo)敷設電(dian)(dian)氣(qi)照明(ming)的(de)(de)方(fang)(fang)法；第(di)(di)五，掌(zhang)(zhang)(zhang)握(wo)電(dian)(dian)壓器(qi)使用(yong)方(fang)(fang)式；第(di)(di)六，理解與(yu)掌(zhang)(zhang)(zhang)握(wo)電(dian)(dian)動機的(de)(de)使用(yong)；第(di)(di)七，掌(zhang)(zhang)(zhang)握(wo)常用(yong)機床(chuang)電(dian)(dian)氣(qi)線路的(de)(de)識別(bie)及(ji)維護方(fang)(fang)法。在(zai)具體項(xiang)(xiang)目(mu)任務(wu)確(que)定(ding)過程中，教師還需要根據學生(sheng)(sheng)的(de)(de)實(shi)際情況及(ji)其技能水平、認知規律等(deng)保證(zheng)項(xiang)(xiang)目(mu)任務(wu)的(de)(de)科(ke)學性。

（三）項目實施計劃的制(zhi)定

第一，制(zhi)定(ding)項(xiang)(xiang)目(mu)(mu)實施計(ji)(ji)劃能夠(gou)讓學(xue)(xue)(xue)生提前了解項(xiang)(xiang)目(mu)(mu)的(de)(de)(de)大(da)致內容，然后在(zai)教(jiao)師(shi)的(de)(de)(de)引導下，自(zi)主設(she)(she)計(ji)(ji)問(wen)題(ti)。值(zhi)得注意(yi)的(de)(de)(de)是，在(zai)學(xue)(xue)(xue)生自(zi)主設(she)(she)計(ji)(ji)問(wen)題(ti)過程中，教(jiao)師(shi)需(xu)要發揮(hui)引導者、組織(zhi)者的(de)(de)(de)作用，保證(zheng)問(wen)題(ti)的(de)(de)(de)探究性和深度(du)，幫(bang)助(zhu)(zhu)學(xue)(xue)(xue)生通過這些問(wen)題(ti)能夠(gou)掌握電工基(ji)本知識；第二，在(zai)新(xin)課程標準要求下，越(yue)來(lai)越(yue)多的(de)(de)(de)新(xin)型(xing)教(jiao)學(xue)(xue)(xue)模式(shi)應用到(dao)教(jiao)學(xue)(xue)(xue)中，教(jiao)師(shi)在(zai)電工實訓課程中可以采(cai)用情景教(jiao)學(xue)(xue)(xue)模式(shi)，充分借(jie)助(zhu)(zhu)多媒體工具等為學(xue)(xue)(xue)生創(chuang)設(she)(she)有效的(de)(de)(de)教(jiao)學(xue)(xue)(xue)情境(jing)，拉近(jin)學(xue)(xue)(xue)生與(yu)電工實訓項(xiang)(xiang)目(mu)(mu)任務之(zhi)間的(de)(de)(de)關系，激發學(xue)(xue)(xue)生參與(yu)實訓的(de)(de)(de)熱(re)情，同時也可以更加形象地將項(xiang)(xiang)目(mu)(mu)展示給(gei)學(xue)(xue)(xue)生；第三，在(zai)制(zhi)定(ding)項(xiang)(xiang)目(mu)(mu)計(ji)(ji)劃過程中，教(jiao)師(shi)還(huan)應該(gai)充分考慮(lv)項(xiang)(xiang)目(mu)(mu)管(guan)理(li)方式(shi)，合理(li)設(she)(she)計(ji)(ji)管(guan)理(li)模式(shi)，將實訓表(biao)現、出勤率(lv)、實訓報告等都(dou)作為考核的(de)(de)(de)重要內容。

（四）組織實施

每(mei)個項(xiang)(xiang)目有(you)(you)著不(bu)同的(de)(de)(de)(de)側重(zhong)點，每(mei)個學(xue)(xue)生(sheng)(sheng)有(you)(you)著自身的(de)(de)(de)(de)特點，因(yin)此在(zai)(zai)進(jin)行項(xiang)(xiang)目實施的(de)(de)(de)(de)時候，教(jiao)(jiao)師(shi)根據(ju)學(xue)(xue)習(xi)(xi)(xi)目標創設有(you)(you)效(xiao)的(de)(de)(de)(de)學(xue)(xue)習(xi)(xi)(xi)情境、組(zu)織(zhi)學(xue)(xue)生(sheng)(sheng)進(jin)行項(xiang)(xiang)目任務等在(zai)(zai)項(xiang)(xiang)目實施中都有(you)(you)著重(zhong)要(yao)的(de)(de)(de)(de)作用(yong)。教(jiao)(jiao)師(shi)要(yao)確立好項(xiang)(xiang)目實施的(de)(de)(de)(de)具體過程，如做什么(me)、怎樣(yang)做，引導學(xue)(xue)生(sheng)(sheng)在(zai)(zai)指導下行動，最(zui)后(hou)自己行動。教(jiao)(jiao)師(shi)可以根據(ju)學(xue)(xue)生(sheng)(sheng)的(de)(de)(de)(de)學(xue)(xue)習(xi)(xi)(xi)情況等進(jin)行分(fen)組(zu)，然后(hou)每(mei)個教(jiao)(jiao)師(shi)帶一組(zu)學(xue)(xue)生(sheng)(sheng)，當(dang)然學(xue)(xue)生(sheng)(sheng)不(bu)要(yao)太多，這樣(yang)，教(jiao)(jiao)師(shi)就可以充分(fen)關注每(mei)一位學(xue)(xue)生(sheng)(sheng)的(de)(de)(de)(de)學(xue)(xue)習(xi)(xi)(xi)情況，對于(yu)學(xue)(xue)生(sheng)(sheng)的(de)(de)(de)(de)學(xue)(xue)習(xi)(xi)(xi)困境提供(gong)恰當(dang)的(de)(de)(de)(de)幫助，促進(jin)項(xiang)(xiang)目教(jiao)(jiao)學(xue)(xue)的(de)(de)(de)(de)順利實施。

（五）項目(mu)實施結果(guo)評價

篇10

【關鍵詞】電力(li)拖動(dong)；職業(ye)行動(dong)導向；綜(zong)合職業(ye)能力(li)

《電(dian)力拖(tuo)動控制線路與技能(neng)(neng)訓(xun)練》（第四(si)版）是(shi)電(dian)工類專業(ye)學生必修的(de)一門核心專業(ye)課。本(ben)教(jiao)材(cai)(cai)與過去的(de)教(jiao)材(cai)(cai)相比最(zui)大的(de)特(te)點是(shi)新(xin)教(jiao)材(cai)(cai)采用(yong)專業(ye)理(li)論(lun)知識與技能(neng)(neng)訓(xun)練一體(ti)化的(de)模式，使教(jiao)材(cai)(cai)內容更加符合(he)學生的(de)認知規律，保證了理(li)論(lun)與實踐(jian)(jian)的(de)密切結合(he)。教(jiao)材(cai)(cai)重視實踐(jian)(jian)能(neng)(neng)力的(de)培養(yang)，突出了職業(ye)教(jiao)育的(de)特(te)色(se)。但是(shi)就教(jiao)材(cai)(cai)內容的(de)安排及(ji)教(jiao)法本(ben)人根據教(jiao)學實踐(jian)(jian)談幾點個人的(de)認識。

1 領會教學(xue)大綱(gang)精神(shen)、把(ba)握學(xue)科(ke)特(te)點

要教(jiao)(jiao)(jiao)好一(yi)門(men)課(ke)，首先要領會(hui)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)大綱精神、把(ba)握學(xue)(xue)(xue)科(ke)(ke)特(te)點(dian)。《電力(li)(li)拖(tuo)動控(kong)制(zhi)線路(lu)與(yu)(yu)(yu)(yu)技能(neng)訓練(lian)》（第四(si)版）是(shi)(shi)一(yi)門(men)什(shen)么性(xing)質的(de)課(ke)程(cheng)呢？其教(jiao)(jiao)(jiao)學(xue)(xue)(xue)目(mu)的(de)又是(shi)(shi)什(shen)么呢？《電工類(lei)專(zhuan)業(ye)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)計劃(hua)與(yu)(yu)(yu)(yu)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)大綱》明確給(gei)本(ben)課(ke)程(cheng)作(zuo)了界(jie)定，即(ji)本(ben)課(ke)程(cheng)是(shi)(shi)職業(ye)學(xue)(xue)(xue)校電氣(qi)維修專(zhuan)業(ye)的(de)一(yi)門(men)集專(zhuan)業(ye)理(li)(li)論與(yu)(yu)(yu)(yu)技能(neng)訓練(lian)于一(yi)體的(de)課(ke)程(cheng)，其任務(wu)是(shi)(shi)使(shi)學(xue)(xue)(xue)生(sheng)掌握與(yu)(yu)(yu)(yu)電力(li)(li)拖(tuo)動有關(guan)的(de)專(zhuan)業(ye)理(li)(li)論知識與(yu)(yu)(yu)(yu)操作(zuo)技能(neng)，培(pei)養學(xue)(xue)(xue)生(sheng)理(li)(li)論聯系(xi)實(shi)(shi)際(ji)和(he)分析(xi)解(jie)決一(yi)般技術問題的(de)能(neng)力(li)(li)，達到(dao)國家(jia)規定的(de)中級維修電工技術等級標準的(de)要求。根據電力(li)(li)拖(tuo)動課(ke)的(de)性(xing)質和(he)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)任務(wu)，我們就可以了解(jie)它的(de)學(xue)(xue)(xue)科(ke)(ke)特(te)點(dian)，即(ji)本(ben)課(ke)程(cheng)是(shi)(shi)理(li)(li)論聯系(xi)實(shi)(shi)際(ji)，堅(jian)持(chi)以能(neng)力(li)(li)為本(ben)位，重視(shi)實(shi)(shi)踐能(neng)力(li)(li)的(de)培(pei)養。課(ke)堂教(jiao)(jiao)(jiao)學(xue)(xue)(xue)中，教(jiao)(jiao)(jiao)師只要緊(jin)緊(jin)圍(wei)繞(rao)學(xue)(xue)(xue)科(ke)(ke)特(te)點(dian)和(he)培(pei)養目(mu)標，通過一(yi)些(xie)能(neng)夠(gou)引(yin)發學(xue)(xue)(xue)生(sheng)積極參與(yu)(yu)(yu)(yu)的(de)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)方法和(he)手段，在(zai)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)過程(cheng)中突(tu)出“職業(ye)行動導向”的(de)理(li)(li)念，如(ru)加強(qiang)直觀教(jiao)(jiao)(jiao)學(xue)(xue)(xue)、強(qiang)化基本(ben)技能(neng)訓練(lian)等實(shi)(shi)踐性(xing)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)環節、密切聯系(xi)生(sheng)產實(shi)(shi)際(ji)、使(shi)理(li)(li)論教(jiao)(jiao)(jiao)學(xue)(xue)(xue)與(yu)(yu)(yu)(yu)實(shi)(shi)踐有機的(de)結合起來，增強(qiang)學(xue)(xue)(xue)生(sheng)的(de)理(li)(li)解(jie)能(neng)力(li)(li)，逐步把(ba)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)引(yin)向深入。

2 整(zheng)合(he)教(jiao)學內容，精(jing)心設計(ji)課程講(jiang)授順(shun)序

《電(dian)(dian)(dian)(dian)(dian)(dian)力(li)(li)拖動(dong)(dong)(dong)控(kong)制(zhi)(zhi)(zhi)(zhi)線(xian)路與(yu)技(ji)能訓(xun)練》（第(di)(di)(di)四(si)版）課(ke)本在(zai)(zai)教學(xue)(xue)(xue)(xue)(xue)內(nei)容(rong)的(de)(de)(de)編排(pai)順序(xu)和編寫體例上與(yu)其它課(ke)本大(da)同小異(yi)。在(zai)(zai)教學(xue)(xue)(xue)(xue)(xue)內(nei)容(rong)順序(xu)上都(dou)是先(xian)學(xue)(xue)(xue)(xue)(xue)第(di)(di)(di)一(yi)(yi)單(dan)元(yuan)(yuan)常(chang)用(yong)(yong)低(di)(di)壓電(dian)(dian)(dian)(dian)(dian)(dian)器；再(zai)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)第(di)(di)(di)二單(dan)元(yuan)(yuan)電(dian)(dian)(dian)(dian)(dian)(dian)動(dong)(dong)(dong)機基本控(kong)制(zhi)(zhi)(zhi)(zhi)線(xian)路；第(di)(di)(di)三單(dan)元(yuan)(yuan)常(chang)用(yong)(yong)生產(chan)機械的(de)(de)(de)電(dian)(dian)(dian)(dian)(dian)(dian)氣控(kong)制(zhi)(zhi)(zhi)(zhi)線(xian)路；第(di)(di)(di)四(si)單(dan)元(yuan)(yuan)電(dian)(dian)(dian)(dian)(dian)(dian)動(dong)(dong)(dong)機的(de)(de)(de)自(zi)動(dong)(dong)(dong)調速系統(tong)。特點是先(xian)部分后(hou)整體，先(xian)基礎(chu)后(hou)應(ying)用(yong)(yong)，符合(he)教學(xue)(xue)(xue)(xue)(xue)常(chang)規。但長時(shi)間(jian)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)某一(yi)(yi)單(dan)元(yuan)(yuan)的(de)(de)(de)內(nei)容(rong)，會(hui)使學(xue)(xue)(xue)(xue)(xue)生感到(dao)枯燥乏味從而產(chan)生厭學(xue)(xue)(xue)(xue)(xue)情緒，效(xiao)率較低(di)(di)，效(xiao)果(guo)不明顯。等到(dao)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)下一(yi)(yi)單(dan)元(yuan)(yuan)內(nei)容(rong)的(de)(de)(de)時(shi)候上一(yi)(yi)單(dan)元(yuan)(yuan)學(xue)(xue)(xue)(xue)(xue)過的(de)(de)(de)內(nei)容(rong)又會(hui)遺忘。筆者在(zai)(zai)教學(xue)(xue)(xue)(xue)(xue)過程中根據大(da)綱要(yao)求，學(xue)(xue)(xue)(xue)(xue)生在(zai)(zai)學(xue)(xue)(xue)(xue)(xue)完該課(ke)程后(hou)，應(ying)具備繪制(zhi)(zhi)(zhi)(zhi)、識(shi)讀電(dian)(dian)(dian)(dian)(dian)(dian)路圖，按電(dian)(dian)(dian)(dian)(dian)(dian)氣圖安(an)(an)裝布(bu)線(xian)的(de)(de)(de)能力(li)(li)，以及會(hui)拆(chai)裝與(yu)維修常(chang)用(yong)(yong)電(dian)(dian)(dian)(dian)(dian)(dian)器的(de)(de)(de)能力(li)(li)。根據這一(yi)(yi)要(yao)求，在(zai)(zai)不降(jiang)低(di)(di)標準的(de)(de)(de)情況下，我們對(dui)教材內(nei)容(rong)進行了合(he)理的(de)(de)(de)組織優化，第(di)(di)(di)一(yi)(yi)單(dan)元(yuan)(yuan)常(chang)用(yong)(yong)低(di)(di)壓電(dian)(dian)(dian)(dian)(dian)(dian)器與(yu)第(di)(di)(di)二單(dan)元(yuan)(yuan)電(dian)(dian)(dian)(dian)(dian)(dian)動(dong)(dong)(dong)機基本控(kong)制(zhi)(zhi)(zhi)(zhi)線(xian)路內(nei)容(rong)的(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)穿行，以第(di)(di)(di)二單(dan)元(yuan)(yuan)內(nei)容(rong)的(de)(de)(de)需求為基礎(chu)，需要(yao)第(di)(di)(di)一(yi)(yi)單(dan)元(yuan)(yuan)的(de)(de)(de)哪些(xie)電(dian)(dian)(dian)(dian)(dian)(dian)器知識(shi)，我們就(jiu)講(jiang)解哪些(xie)電(dian)(dian)(dian)(dian)(dian)(dian)器。例如(ru)，學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)手動(dong)(dong)(dong)正轉(zhuan)(zhuan)控(kong)制(zhi)(zhi)(zhi)(zhi)線(xian)路前，先(xian)學(xue)(xue)(xue)(xue)(xue)刀開關、鐵(tie)殼開關和熔斷器，接(jie)著就(jiu)是學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)如(ru)何識(shi)讀繪制(zhi)(zhi)(zhi)(zhi)手動(dong)(dong)(dong)正轉(zhuan)(zhuan)控(kong)制(zhi)(zhi)(zhi)(zhi)線(xian)路圖和布(bu)線(xian)要(yao)求，緊接(jie)著就(jiu)是安(an)(an)裝與(yu)檢修。而在(zai)(zai)學(xue)(xue)(xue)(xue)(xue)完按鈕、接(jie)觸器后(hou)，就(jiu)可以緊接(jie)著實施(shi)點動(dong)(dong)(dong)正轉(zhuan)(zhuan)控(kong)制(zhi)(zhi)(zhi)(zhi)線(xian)路的(de)(de)(de)安(an)(an)裝，所有(you)課(ke)題(ti)的(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)訓(xun)練都(dou)諸如(ru)此(ci)類。

其實，當第(di)二單(dan)元(yuan)(yuan)的(de)(de)(de)(de)(de)內容(rong)三(san)相(xiang)異步(bu)電(dian)動(dong)機(ji)降(jiang)壓(ya)啟(qi)(qi)動(dong)控制(zhi)(zhi)線(xian)(xian)路(lu)這(zhe)個課題結(jie)束以后(hou)，學生就有(you)(you)能力(li)學習(xi)第(di)三(san)單(dan)元(yuan)(yuan)的(de)(de)(de)(de)(de)部分內容(rong)了，這(zhe)時候我們(men)又(you)可以把第(di)二單(dan)元(yuan)(yuan)與第(di)三(san)單(dan)元(yuan)(yuan)的(de)(de)(de)(de)(de)內容(rong)穿(chuan)行(xing)。在(zai)教學過(guo)程中我將第(di)三(san)單(dan)元(yuan)(yuan)的(de)(de)(de)(de)(de)一些生產(chan)機(ji)械電(dian)路(lu)圖分析給(gei)學生，向學生介紹各種(zhong)圖紙的(de)(de)(de)(de)(de)特點和(he)(he)畫法、使(shi)學生明白凡是比較(jiao)復雜的(de)(de)(de)(de)(de)機(ji)床或成(cheng)套的(de)(de)(de)(de)(de)生產(chan)機(ji)械的(de)(de)(de)(de)(de)控制(zhi)(zhi)線(xian)(xian)路(lu)總是由一些基(ji)(ji)本(ben)控制(zhi)(zhi)線(xian)(xian)路(lu)組成(cheng)的(de)(de)(de)(de)(de)。因此掌握好(hao)基(ji)(ji)本(ben)控制(zhi)(zhi)線(xian)(xian)路(lu)、對掌握各種(zhong)機(ji)床及機(ji)械設(she)備的(de)(de)(de)(de)(de)電(dian)氣控制(zhi)(zhi)線(xian)(xian)路(lu)的(de)(de)(de)(de)(de)運(yun)行(xing)和(he)(he)維修是非常重要(yao)的(de)(de)(de)(de)(de)。如(ru)C5225車床控制(zhi)(zhi)電(dian)路(lu)圖雖然復雜，但它(ta)也(ye)是由基(ji)(ji)本(ben)的(de)(de)(de)(de)(de)控制(zhi)(zhi)線(xian)(xian)路(lu)組成(cheng)的(de)(de)(de)(de)(de)，例如(ru)它(ta)包含有(you)(you)自(zi)鎖連續起動(dong)、正反(fan)轉和(he)(he)Y-降(jiang)壓(ya)啟(qi)(qi)動(dong)等(deng)控制(zhi)(zhi)線(xian)(xian)路(lu)。學生看到自(zi)己目前學習(xi)的(de)(de)(de)(de)(de)知識都在(zai)實際中用得著，學習(xi)興趣高，主動(dong)性強(qiang)，接受知識效果好(hao)。同(tong)時也(ye)為(wei)學生畢業后(hou)盡快適應實際工作(zuo)奠定了基(ji)(ji)礎。

教學實踐表明，精(jing)心設計課(ke)程講授順序，基(ji)(ji)礎(chu)內容與應(ying)用(yong)內容穿行，對理論(lun)基(ji)(ji)礎(chu)較差的學生學習(xi)效果更(geng)加明顯，對學生的實踐動手能力的訓練起到了較大的促進作用(yong)。

3 在教學中更多地(di)體(ti)現“職業行(xing)動(dong)導向”，從實踐到理(li)論(lun)再(zai)到實踐的教學方法

傳統的(de)(de)教(jiao)學方法都是(shi)從理(li)論(lun)(lun)(lun)到實(shi)踐(jian)(jian)，理(li)論(lun)(lun)(lun)課結(jie)束以后再安排實(shi)訓，但往(wang)往(wang)理(li)論(lun)(lun)(lun)課對基礎較差的(de)(de)學生(sheng)(sheng)效(xiao)果(guo)不是(shi)很好(hao)，其主要原因是(shi)，這些(xie)學生(sheng)(sheng)一上(shang)理(li)論(lun)(lun)(lun)課就(jiu)頭痛、乏(fa)味、聽不進去(qu)，講(jiang)也是(shi)白講(jiang)。現實(shi)的(de)(de)情況是(shi)學習能力較差的(de)(de)學生(sheng)(sheng)讀職校，這是(shi)一個不爭的(de)(de)事實(shi)，而且在短期內(nei)無(wu)法改變。《電(dian)力拖動(dong)控制線路與(yu)技能訓練》是(shi)一門集專(zhuan)業理(li)論(lun)(lun)(lun)與(yu)技能訓練一體化的(de)(de)課程，理(li)論(lun)(lun)(lun)聯系實(shi)踐(jian)(jian)非常(chang)緊密，克服了課程理(li)論(lun)(lun)(lun)教(jiao)學與(yu)實(shi)踐(jian)(jian)教(jiao)學相(xiang)分離的(de)(de)弊端。

由(you)于是“職業行(xing)動導(dao)向”的(de)一(yi)體化的(de)教學(xue)，理論(lun)教學(xue)也在實(shi)(shi)習場地進行(xing)，根據這(zhe)個(ge)(ge)特點，我實(shi)(shi)施(shi)了如下(xia)的(de)教學(xue)方(fang)法(fa)，首先簡單介紹基本知(zhi)識，使學(xue)生對所學(xue)的(de)這(zhe)部分(fen)內容(rong)有個(ge)(ge)大概的(de)了解(jie)，緊接著進行(xing)小(xiao)組實(shi)(shi)訓(xun)，待小(xiao)組實(shi)(shi)訓(xun)一(yi)結束，再詳細地講解(jie)在小(xiao)組實(shi)(shi)訓(xun)過程中需要(yao)的(de)理論(lun)知(zhi)識或問題，最后(hou)每個(ge)(ge)人(ren)獨立完成項目任務。

4 重視課堂組織和當堂練(lian)習，培養學生(sheng)的綜合職業能力

教學(xue)(xue)(xue)中(zhong)(zhong)要重視(shi)課堂(tang)組(zu)織，小組(zu)合作學(xue)(xue)(xue)習是(shi)(shi)非常(chang)好(hao)的課堂(tang)組(zu)織形式(shi)，采取組(zu)內合作，組(zu)際競(jing)爭的方式(shi)。運(yun)用“任務驅動(dong)、問(wen)(wen)題(ti)引導”模式(shi)使學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)學(xue)(xue)(xue)起(qi)來(lai)，課堂(tang)活(huo)起(qi)來(lai)。當(dang)堂(tang)練習，是(shi)(shi)培養學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)綜(zong)合職業能力的有效途(tu)徑。在(zai)教學(xue)(xue)(xue)中(zhong)(zhong)，經常(chang)鼓勵(li)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)獨立分(fen)析問(wen)(wen)題(ti)，并解(jie)(jie)決問(wen)(wen)題(ti)，同一(yi)問(wen)(wen)題(ti)盡量使學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)多(duo)種解(jie)(jie)答，使學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)從單一(yi)的思維模式(shi)中(zhong)(zhong)解(jie)(jie)放(fang)出來(lai)。例如，在(zai)講(jiang)(jiang)解(jie)(jie)兩臺電動(dong)機(ji)順(shun)(shun)序啟動(dong)時，啟發學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)可(ke)以在(zai)主(zhu)線路(lu)(lu)中(zhong)(zhong)進行順(shun)(shun)序控制也(ye)可(ke)以在(zai)控制線路(lu)(lu)中(zhong)(zhong)實(shi)現順(shun)(shun)序控制。分(fen)別叫幾個學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)把自己的電路(lu)(lu)圖畫到(dao)黑板上來(lai)，全班同學(xue)(xue)(xue)分(fen)析補充，由不(bu)(bu)完善到(dao)完善，由不(bu)(bu)正確到(dao)正確，學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)設計電路(lu)(lu)圖的能力不(bu)(bu)知不(bu)(bu)覺中(zhong)(zhong)得(de)到(dao)了提(ti)高(gao)。因(yin)此(ci)，在(zai)教學(xue)(xue)(xue)中(zhong)(zhong)要鼓勵(li)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)主(zhu)動(dong)上講(jiang)(jiang)臺展示(shi)、引導他們成功(gong)，尤其是(shi)(shi)當(dang)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)對教師(shi)原來(lai)設想或所講(jiang)(jiang)的內容提(ti)出異議而(er)又十(shi)分(fen)有道理的時候，教師(shi)要對學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)的創新能力應給予(yu)高(gao)度評價(jia)，使他們在(zai)成功(gong)的體驗中(zhong)(zhong)增(zeng)加自信心。

在(zai)(zai)“職(zhi)業行(xing)動導(dao)向(xiang)”的理念(nian)和機制下，通過對學(xue)(xue)生(sheng)(sheng)的認(ren)知特(te)點和本課(ke)程特(te)點分析(xi)，對教學(xue)(xue)內容(rong)進行(xing)合(he)理編排，運用靈活多(duo)樣(yang)的教學(xue)(xue)方法(fa)，使平時不(bu)愛學(xue)(xue)習(xi)的學(xue)(xue)生(sheng)(sheng)變得愛學(xue)(xue)習(xi)了，學(xue)(xue)生(sheng)(sheng)學(xue)(xue)習(xi)的積極性提高(gao)了，互相討論的同學(xue)(xue)多(duo)了，請教老師(shi)的學(xue)(xue)生(sheng)(sheng)也多(duo)了。總之(zhi)在(zai)(zai)教學(xue)(xue)中要不(bu)斷總結經驗(yan)，探討新的教學(xue)(xue)方法(fa)，變學(xue)(xue)生(sheng)(sheng)的被動學(xue)(xue)習(xi)為(wei)主動參與(yu)，只有這(zhe)樣(yang)不(bu)斷加強教學(xue)(xue)改革(ge)，教學(xue)(xue)質量才能(neng)穩步提高(gao)。為(wei)職(zhi)業學(xue)(xue)校的內涵發(fa)展提供(gong)有力的支撐。

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