【摘要(yao)】為了培(pei)養(yang)適合鐵路貨運生產的(de)高素質技(ji)術技(ji)能人才，針對職業(ye)院校的(de)鐵路貨運組(zu)織實訓課(ke)程與鐵路貨運技(ji)能大(da)賽競賽內(nei)(nei)容的(de)差(cha)異，應從(cong)課(ke)程的(de)授課(ke)內(nei)(nei)容和評價(jia)方(fang)法等方(fang)面(mian)進行改(gai)革，以(yi)期使職業(ye)院校“以(yi)賽促教(jiao)(jiao)”、“賽教(jiao)(jiao)結合”的(de)教(jiao)(jiao)學模式常態(tai)化。

【關鍵詞】職業院(yuan)校(xiao)；鐵路貨運組織；實訓課(ke)程；技(ji)能大(da)賽

一、引言

近年來，技能(neng)大賽(sai)(sai)在高(gao)等職業(ye)(ye)教育過程中逐漸扮演(yan)指揮棒的(de)(de)(de)(de)作用(yong)，技能(neng)大賽(sai)(sai)的(de)(de)(de)(de)比賽(sai)(sai)內容和(he)行業(ye)(ye)前(qian)沿發展聯(lian)系緊密(mi)，很(hen)多職業(ye)(ye)院校已經形成通過參加大賽(sai)(sai)提升(sheng)辦學(xue)(xue)(xue)(xue)質量的(de)(de)(de)(de)意(yi)識(shi)，并以(yi)此激發學(xue)(xue)(xue)(xue)生的(de)(de)(de)(de)團隊合作和(he)實(shi)(shi)(shi)踐(jian)動(dong)手(shou)能(neng)力，使得學(xue)(xue)(xue)(xue)生的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)習從理(li)(li)論向實(shi)(shi)(shi)踐(jian)從單一(yi)向復合性轉變。[1]鐵(tie)(tie)路貨運組織實(shi)(shi)(shi)訓(xun)(xun)課(ke)程是(shi)(shi)鐵(tie)(tie)道(dao)運營管理(li)(li)專業(ye)(ye)的(de)(de)(de)(de)核(he)心課(ke)，是(shi)(shi)培養學(xue)(xue)(xue)(xue)生掌握(wo)鐵(tie)(tie)路貨物運輸(shu)組織專業(ye)(ye)知(zhi)識(shi)和(he)專業(ye)(ye)技能(neng)的(de)(de)(de)(de)重要教學(xue)(xue)(xue)(xue)環節(jie)。目前(qian)鐵(tie)(tie)路貨運組織實(shi)(shi)(shi)訓(xun)(xun)課(ke)程主(zhu)(zhu)要采用(yong)理(li)(li)論教學(xue)(xue)(xue)(xue)，實(shi)(shi)(shi)訓(xun)(xun)過程中的(de)(de)(de)(de)實(shi)(shi)(shi)踐(jian)性和(he)交互性教學(xue)(xue)(xue)(xue)環節(jie)相對薄弱，學(xue)(xue)(xue)(xue)生主(zhu)(zhu)要以(yi)教師教學(xue)(xue)(xue)(xue)為主(zhu)(zhu)，對學(xue)(xue)(xue)(xue)生的(de)(de)(de)(de)創新(xin)性和(he)激發思維(wei)培養較(jiao)少，實(shi)(shi)(shi)訓(xun)(xun)環節(jie)很(hen)難(nan)滿足學(xue)(xue)(xue)(xue)生對一(yi)線技術(shu)技能(neng)的(de)(de)(de)(de)要求。[2]如何(he)通過技能(neng)大賽(sai)(sai)，將其先進(jin)的(de)(de)(de)(de)理(li)(li)念和(he)行業(ye)(ye)前(qian)沿動(dong)態運用(yong)到課(ke)程的(de)(de)(de)(de)實(shi)(shi)(shi)訓(xun)(xun)環節(jie)？進(jin)一(yi)步提升(sheng)學(xue)(xue)(xue)(xue)校為行業(ye)(ye)提供高(gao)素(su)質技能(neng)人才的(de)(de)(de)(de)能(neng)力和(he)實(shi)(shi)(shi)力，使大多數學(xue)(xue)(xue)(xue)生通過課(ke)程的(de)(de)(de)(de)實(shi)(shi)(shi)訓(xun)(xun)就能(neng)掌握(wo)現場的(de)(de)(de)(de)新(xin)知(zhi)識(shi)、新(xin)技能(neng)，是(shi)(shi)需要認真思考(kao)的(de)(de)(de)(de)問題。

二、鐵路貨運(yun)組織技(ji)能大賽分析(xi)

貨(huo)(huo)(huo)(huo)(huo)(huo)(huo)運(yun)技能(neng)大賽(sai)針(zhen)對貨(huo)(huo)(huo)(huo)(huo)(huo)(huo)運(yun)值班(ban)員(yuan)(yuan)（車站）、貨(huo)(huo)(huo)(huo)(huo)(huo)(huo)運(yun)員(yuan)(yuan)、貨(huo)(huo)(huo)(huo)(huo)(huo)(huo)運(yun)核算員(yuan)(yuan)、貨(huo)(huo)(huo)(huo)(huo)(huo)(huo)檢值班(ban)員(yuan)(yuan)、貨(huo)(huo)(huo)(huo)(huo)(huo)(huo)運(yun)檢查員(yuan)(yuan)、貨(huo)(huo)(huo)(huo)(huo)(huo)(huo)運(yun)計劃員(yuan)(yuan)、貨(huo)(huo)(huo)(huo)(huo)(huo)(huo)運(yun)車長、鐵(tie)路(lu)客戶服(fu)務員(yuan)(yuan)（貨(huo)(huo)(huo)(huo)(huo)(huo)(huo)運(yun)）、貨(huo)(huo)(huo)(huo)(huo)(huo)(huo)運(yun)安(an)全(quan)員(yuan)(yuan)等(deng)(deng)9個工(gong)種，包括(kuo)理論和實(shi)(shi)作(zuo)兩部分考試，其中理論競(jing)賽(sai)占(zhan)總(zong)(zong)成(cheng)績(ji)的(de)30％，實(shi)(shi)作(zuo)競(jing)賽(sai)占(zhan)總(zong)(zong)成(cheng)績(ji)的(de)70％，實(shi)(shi)作(zuo)競(jing)賽(sai)主要內容(rong)為崗位應知應會(hui)模擬實(shi)(shi)作(zuo)。理論、實(shi)(shi)作(zuo)競(jing)賽(sai)包括(kuo)《國家(jia)職(zhi)業標準》，現行(xing)法律、法規(gui)、規(gui)章，貨(huo)(huo)(huo)(huo)(huo)(huo)(huo)改以來總(zong)(zong)公司(si)下發的(de)各類文(wen)電，并突出安(an)全(quan)、營銷、服(fu)務、作(zuo)業標準化及物(wu)流等(deng)(deng)相關知識。鐵(tie)路(lu)貨(huo)(huo)(huo)(huo)(huo)(huo)(huo)運(yun)組織實(shi)(shi)訓課(ke)程(cheng)是(shi)鐵(tie)道運(yun)營管理課(ke)程(cheng)體系中的(de)一(yi)門核心課(ke)，該課(ke)程(cheng)的(de)知識點基本(ben)涵(han)蓋(gai)了貨(huo)(huo)(huo)(huo)(huo)(huo)(huo)運(yun)系統(tong)職(zhi)業技能(neng)競(jing)賽(sai)的(de)競(jing)賽(sai)內容(rong)。我們以本(ben)門課(ke)程(cheng)為示范(fan)就貨(huo)(huo)(huo)(huo)(huo)(huo)(huo)運(yun)技能(neng)大賽(sai)和鐵(tie)路(lu)貨(huo)(huo)(huo)(huo)(huo)(huo)(huo)運(yun)組織的(de)融合進行(xing)一(yi)些嘗試。

1設計思路

高(gao)職院校的(de)(de)學(xue)生(sheng)很多在第四(si)學(xue)期就簽訂了(le)就業(ye)協議(yi),鑒于提(ti)前明確(que)就業(ye)崗位使畢業(ye)生(sheng)未來(lai)的(de)(de)工作內容具(ju)體(ti)化(hua),特別(bie)是提(ti)前上崗,已(yi)經使學(xue)習和(he)工作結(jie)合起來(lai),進入“工作中(zhong)學(xue)習,學(xue)習中(zhong)工作”的(de)(de)狀(zhuang)態。基于現狀(zhuang),在充分聽取行業(ye)協會和(he)企業(ye)專家意見的(de)(de)基礎上,經過(guo)認真(zhen)研究、反復論證,大(da)量刪減(jian)了(le)理論性過(guo)強且(qie)艱澀難懂的(de)(de)課程(cheng)。同時,為(wei)強化(hua)畢業(ye)生(sheng)的(de)(de)崗位適應能力,加大(da)了(le)實訓(xun)課程(cheng)和(he)頂崗實習的(de)(de)比(bi)重,重構了(le)“學(xue)作結(jie)合”課程(cheng)體(ti)系(xi)。

2課程開發與設計

2.1設計依據

依托鐵(tie)道(dao)(dao)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)技(ji)術專(zhuan)(zhuan)業(ye)校企合作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)委員會,針對(dui)(dui)專(zhuan)(zhuan)業(ye)培養目(mu)標,開展社(she)會調研,總結歸納出鐵(tie)道(dao)(dao)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)技(ji)術專(zhuan)(zhuan)業(ye)畢業(ye)生核心工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)崗位(群),通過(guo)職業(ye)崗位分(fen)析(xi),學生的(de)崗位主要工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)內(nei)容如下。(1)線路(lu)工(gong)(gong)(gong)(gong)(gong)(gong),主要工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)內(nei)容有(you)(you):作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)業(ye)防護;線路(lu)基(ji)本作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)業(ye);鋼軌作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)業(ye);軌枕作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)業(ye);道(dao)(dao)床及路(lu)基(ji)作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)業(ye);簡易測量(liang)和(he)識讀工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)圖;檢(jian)查作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)業(ye)及故障(zhang)處理。(2)橋(qiao)(qiao)(qiao)隧(sui)工(gong)(gong)(gong)(gong)(gong)(gong),主要工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)內(nei)容有(you)(you):橋(qiao)(qiao)(qiao)面作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)業(ye);橋(qiao)(qiao)(qiao)跨作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)業(ye);橋(qiao)(qiao)(qiao)臺作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)業(ye);涵渠(qu)、隧(sui)道(dao)(dao)作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)業(ye);施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)業(ye);橋(qiao)(qiao)(qiao)隧(sui)檢(jian)測;橋(qiao)(qiao)(qiao)隧(sui)巡守。(3)施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)員,主要工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)內(nei)容有(you)(you):鐵(tie)路(lu)路(lu)基(ji)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)、鐵(tie)路(lu)橋(qiao)(qiao)(qiao)梁(liang)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)、鐵(tie)路(lu)隧(sui)道(dao)(dao)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)、鐵(tie)路(lu)軌道(dao)(dao)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)、施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)現場(chang)管理。(4)測量(liang)員,主要工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)內(nei)容有(you)(you):交(jiao)接(jie)樁和(he)施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)復測;施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)過(guo)程(cheng)(cheng)控(kong)制測量(liang)、構筑物施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)放線、監控(kong)測量(liang)及數(shu)據分(fen)析(xi);工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)測量(liang)方(fang)案、監控(kong)量(liang)測方(fang)案編(bian)寫;建立測量(liang)儀器臺賬,按時對(dui)(dui)測量(liang)儀器進(jin)行(xing)維修保養。(5)試(shi)驗(yan)員,主要工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)內(nei)容有(you)(you):各種(zhong)原材料試(shi)驗(yan);施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)配(pei)合比設計;各種(zhong)材料的(de)取樣、送檢(jian)、試(shi)驗(yan)、化驗(yan)、檢(jian)驗(yan)、復驗(yan)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)及報告(gao);路(lu)基(ji)、橋(qiao)(qiao)(qiao)梁(liang)、隧(sui)道(dao)(dao)、軌道(dao)(dao)結構物自檢(jian)、抽檢(jian)等試(shi)驗(yan)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)(zuo)。

2.2構建(jian)基(ji)于“學作結合”的課程體系

摘要：鐵(tie)路職工(gong)大都是來自交通(tong)運(yun)輸類院校(xiao)(xiao)的學生(sheng)(sheng)，這些人員在校(xiao)(xiao)期間很少接(jie)觸鐵(tie)路現(xian)(xian)場(chang)生(sheng)(sheng)產管理(li)方面(mian)的知識，所以到現(xian)(xian)場(chang)工(gong)作起來就不能得(de)心(xin)應(ying)手，本(ben)文總(zong)結鐵(tie)路現(xian)(xian)場(chang)生(sheng)(sheng)產管理(li)現(xian)(xian)狀，闡(chan)述了針對高校(xiao)(xiao)學生(sheng)(sheng)實際情況暴露出的相關問(wen)題，提出有(you)效的對策措施(shi)。

關鍵詞：生產管理(li)；教學體系；工作質(zhi)量；可靠性

鐵(tie)(tie)路(lu)(lu)(lu)運(yun)(yun)輸(shu)是(shi)(shi)我國交(jiao)通運(yun)(yun)輸(shu)的(de)主體，國家(jia)經濟發展的(de)大動脈(mo)，尤其(qi)是(shi)(shi)高(gao)速鐵(tie)(tie)路(lu)(lu)(lu)、城軌交(jiao)通進(jin)一(yi)步投資興(xing)建(jian)，“一(yi)帶一(yi)路(lu)(lu)(lu)”戰略的(de)實(shi)施，無不體現了鐵(tie)(tie)路(lu)(lu)(lu)運(yun)(yun)輸(shu)的(de)重要性(xing)，由此對(dui)(dui)鐵(tie)(tie)路(lu)(lu)(lu)設備可(ke)靠(kao)性(xing)運(yun)(yun)用提出更(geng)高(gao)要求。對(dui)(dui)人(ren)員檢(jian)修設備的(de)效率(lv)和標準也越來(lai)越高(gao)，而鐵(tie)(tie)路(lu)(lu)(lu)生產(chan)(chan)的(de)主要人(ren)員大都是(shi)(shi)來(lai)自高(gao)職院校運(yun)(yun)輸(shu)交(jiao)通專業(ye)的(de)學生，這些人(ren)員的(de)素質決定著(zhu)鐵(tie)(tie)路(lu)(lu)(lu)的(de)生產(chan)(chan)水平，他們(men)的(de)工作(zuo)(zuo)質量和參與(yu)生產(chan)(chan)的(de)能(neng)力決定著(zhu)設備的(de)安全可(ke)靠(kao)運(yun)(yun)用，要在學校期間就讓他們(men)知道(dao)鐵(tie)(tie)路(lu)(lu)(lu)現場的(de)作(zuo)(zuo)業(ye)程序(xu)和關鍵(jian)點。所以說，抓好高(gao)職院校運(yun)(yun)輸(shu)交(jiao)通專業(ye)學生現場生產(chan)(chan)管理知識的(de)培養至關重要。

一、鐵路(lu)現場(chang)管理的重要性(xing)及現狀

（一）鐵(tie)(tie)(tie)路(lu)(lu)(lu)現(xian)(xian)場管(guan)理(li)(li)(li)(li)的(de)(de)(de)(de)(de)(de)重要(yao)(yao)(yao)性。對于鐵(tie)(tie)(tie)路(lu)(lu)(lu)員(yuan)工(gong)(gong)(gong)(gong)(gong)(gong)而言，除了要(yao)(yao)(yao)建立安(an)全(quan)理(li)(li)(li)(li)念外，更主要(yao)(yao)(yao)的(de)(de)(de)(de)(de)(de)是具(ju)備貼近生(sheng)(sheng)產(chan)實(shi)(shi)(shi)踐的(de)(de)(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)能力。鐵(tie)(tie)(tie)路(lu)(lu)(lu)生(sheng)(sheng)產(chan)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)內(nei)容(rong)(rong)包(bao)括(kuo)方(fang)方(fang)面(mian)(mian)面(mian)(mian)，貫(guan)穿生(sheng)(sheng)產(chan)過程(cheng)的(de)(de)(de)(de)(de)(de)始終，生(sheng)(sheng)產(chan)任務“按計(ji)(ji)劃啟(qi)動、按程(cheng)序推進、按要(yao)(yao)(yao)求完(wan)成”是提高(gao)運輸效率最(zui)有力的(de)(de)(de)(de)(de)(de)保(bao)證，這(zhe)就(jiu)要(yao)(yao)(yao)求鐵(tie)(tie)(tie)路(lu)(lu)(lu)職工(gong)(gong)(gong)(gong)(gong)(gong)必須熟(shu)練生(sheng)(sheng)產(chan)管(guan)理(li)(li)(li)(li)方(fang)面(mian)(mian)的(de)(de)(de)(de)(de)(de)知(zhi)(zhi)識。鐵(tie)(tie)(tie)路(lu)(lu)(lu)現(xian)(xian)場的(de)(de)(de)(de)(de)(de)管(guan)理(li)(li)(li)(li)知(zhi)(zhi)識類(lei)別很多，既有細致入微的(de)(de)(de)(de)(de)(de)基礎管(guan)理(li)(li)(li)(li)，也(ye)有雷打(da)不動的(de)(de)(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)任務，還有一些(xie)不成文的(de)(de)(de)(de)(de)(de)規矩，所以鐵(tie)(tie)(tie)路(lu)(lu)(lu)人要(yao)(yao)(yao)熟(shu)知(zhi)(zhi)這(zhe)些(xie)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)程(cheng)序。（二）鐵(tie)(tie)(tie)路(lu)(lu)(lu)現(xian)(xian)場管(guan)理(li)(li)(li)(li)的(de)(de)(de)(de)(de)(de)現(xian)(xian)狀。鐵(tie)(tie)(tie)路(lu)(lu)(lu)現(xian)(xian)場段、車間(jian)、工(gong)(gong)(gong)(gong)(gong)(gong)區(qu)三級(ji)(ji)管(guan)理(li)(li)(li)(li)部門的(de)(de)(de)(de)(de)(de)《生(sheng)(sheng)產(chan)卷》內(nei)容(rong)(rong)最(zui)多，主要(yao)(yao)(yao)包(bao)括(kuo)以下(xia)方(fang)面(mian)(mian)：①日常(chang)管(guan)理(li)(li)(li)(li)項(xiang)目(mu)，例如《工(gong)(gong)(gong)(gong)(gong)(gong)區(qu)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)日志(zhi)》記錄(lu)了人員(yuan)每天的(de)(de)(de)(de)(de)(de)出勤情況、工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)內(nei)容(rong)(rong)、工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)量完(wan)成情況、計(ji)(ji)劃工(gong)(gong)(gong)(gong)(gong)(gong)時、人員(yuan)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)狀態、考核(he)(he)等(deng)(deng)諸多內(nei)容(rong)(rong)。②作(zuo)(zuo)(zuo)(zuo)(zuo)業類(lei)別項(xiang)目(mu)，比如《年度(du)(du)(du)(du)(du)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)計(ji)(ji)劃》《月度(du)(du)(du)(du)(du)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)計(ji)(ji)劃》要(yao)(yao)(yao)指導車間(jian)（工(gong)(gong)(gong)(gong)(gong)(gong)區(qu)）年度(du)(du)(du)(du)(du)（月度(du)(du)(du)(du)(du)）工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)內(nei)容(rong)(rong)、工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)量、工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)進度(du)(du)(du)(du)(du)；還有一些(xie)季節性工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)也(ye)要(yao)(yao)(yao)按照提前計(ji)(ji)劃、掌握推進、總結復查的(de)(de)(de)(de)(de)(de)步驟進行。③生(sheng)(sheng)產(chan)組(zu)織項(xiang)目(mu)，主要(yao)(yao)(yao)是要(yao)(yao)(yao)明(ming)確工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)要(yao)(yao)(yao)求、執行標準(zhun)等(deng)(deng)，比如各級(ji)(ji)《考核(he)(he)管(guan)理(li)(li)(li)(li)辦法》等(deng)(deng)，都明(ming)確了在組(zu)織生(sheng)(sheng)產(chan)過程(cheng)中的(de)(de)(de)(de)(de)(de)卡控要(yao)(yao)(yao)求和合理(li)(li)(li)(li)性。④專(zhuan)項(xiang)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)任務項(xiang)目(mu)，主要(yao)(yao)(yao)是記錄(lu)專(zhuan)業管(guan)理(li)(li)(li)(li)部門布(bu)置(zhi)的(de)(de)(de)(de)(de)(de)特定工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)任務，比如段技(ji)術科(ke)，要(yao)(yao)(yao)設(she)置(zhi)維、大、中、天窗修等(deng)(deng)專(zhuan)業管(guan)理(li)(li)(li)(li)項(xiang)目(mu)，這(zhe)些(xie)專(zhuan)業項(xiang)目(mu)要(yao)(yao)(yao)設(she)專(zhuan)人管(guan)理(li)(li)(li)(li)，任務一直落(luo)實(shi)(shi)(shi)到工(gong)(gong)(gong)(gong)(gong)(gong)區(qu)層，且(qie)各級(ji)(ji)都要(yao)(yao)(yao)有相關(guan)的(de)(de)(de)(de)(de)(de)落(luo)實(shi)(shi)(shi)痕跡(ji)、卡控措施等(deng)(deng)。以上這(zhe)些(xie)現(xian)(xian)場管(guan)理(li)(li)(li)(li)的(de)(de)(de)(de)(de)(de)內(nei)容(rong)(rong)達到100多項(xiang)，是整個單位的(de)(de)(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)核(he)(he)心，是保(bao)證安(an)全(quan)的(de)(de)(de)(de)(de)(de)重要(yao)(yao)(yao)條件。

二、提出問題和(he)原因分析

摘要:以(yi)鐵道交(jiao)通運營管(guan)(guan)理(li)專(zhuan)業實(shi)踐(jian)(jian)教學內容體系診改(gai)思路為題開展分析與研究，首(shou)先診斷了目前鐵道交(jiao)通運營管(guan)(guan)理(li)專(zhuan)業在實(shi)踐(jian)(jian)教學中存(cun)在的問題，然后在分析的基礎上，結合(he)實(shi)際的教學經驗，提(ti)出在實(shi)踐(jian)(jian)教學體系改(gai)革建設方(fang)面的思路，以(yi)期可以(yi)提(ti)高鐵道交(jiao)通運營管(guan)(guan)理(li)專(zhuan)業的教學質量，培養(yang)更優秀的鐵路交(jiao)通人才。

 關鍵(jian)詞:鐵道交通(tong)運營(ying)管理;實踐(jian)教(jiao)學(xue);標準建設研究

1實踐教學中(zhong)存在(zai)的(de)問(wen)題(ti)

1.1現(xian)(xian)場實(shi)(shi)(shi)(shi)訓(xun)(xun)(xun)(xun)困(kun)難(nan)大(da)，教(jiao)學(xue)效果(guo)甚微(wei)。首先，列車(che)在運(yun)(yun)行過程(cheng)中(zhong)，由于火車(che)速度(du)快、旅客密(mi)度(du)大(da)、工(gong)(gong)(gong)作條件(jian)惡劣(lie)的(de)(de)(de)(de)影響(xiang)，往(wang)往(wang)存在很多不(bu)(bu)安(an)(an)全、不(bu)(bu)確(que)定的(de)(de)(de)(de)因素，增加了實(shi)(shi)(shi)(shi)訓(xun)(xun)(xun)(xun)的(de)(de)(de)(de)難(nan)度(du)。其次，鐵路(lu)行業從(cong)(cong)生產到運(yun)(yun)輸不(bu)(bu)間(jian)斷運(yun)(yun)行，工(gong)(gong)(gong)作性質非(fei)常復(fu)雜。通(tong)常情況(kuang)下，完成一項工(gong)(gong)(gong)作需要(yao)(yao)不(bu)(bu)同(tong)工(gong)(gong)(gong)種的(de)(de)(de)(de)人員(yuan)相(xiang)互(hu)配合，例如車(che)站值班人員(yuan)、調車(che)人員(yuan)、信(xin)號(hao)員(yuan)等。實(shi)(shi)(shi)(shi)訓(xun)(xun)(xun)(xun)過程(cheng)中(zhong)，考(kao)慮(lv)安(an)(an)全因素，學(xue)生只能(neng)(neng)簡單到現(xian)(xian)場參觀，無法進(jin)行實(shi)(shi)(shi)(shi)際操作，導(dao)致實(shi)(shi)(shi)(shi)訓(xun)(xun)(xun)(xun)活動(dong)流于形式，教(jiao)學(xue)效果(guo)甚微(wei)。1.2企業兼職實(shi)(shi)(shi)(shi)訓(xun)(xun)(xun)(xun)指導(dao)教(jiao)師不(bu)(bu)足。高校(xiao)(xiao)鐵道交通(tong)運(yun)(yun)營管理(li)(li)專業對教(jiao)師在工(gong)(gong)(gong)作經驗方面(mian)沒有(you)(you)硬性要(yao)(yao)求(qiu)，只要(yao)(yao)專業符(fu)合就可(ke)以(yi)上崗。這(zhe)些(xie)教(jiao)師大(da)部分(fen)剛從(cong)(cong)學(xue)校(xiao)(xiao)畢(bi)業，雖然擁有(you)(you)豐(feng)富的(de)(de)(de)(de)理(li)(li)論知(zhi)識(shi)，但是(shi)缺乏理(li)(li)論聯系實(shi)(shi)(shi)(shi)際的(de)(de)(de)(de)工(gong)(gong)(gong)作經驗和能(neng)(neng)力，影響(xiang)了學(xue)生實(shi)(shi)(shi)(shi)訓(xun)(xun)(xun)(xun)的(de)(de)(de)(de)效果(guo)。另外(wai)，由于學(xue)校(xiao)(xiao)在外(wai)聘方面(mian)給予的(de)(de)(de)(de)待(dai)遇不(bu)(bu)足，不(bu)(bu)能(neng)(neng)吸引到更多的(de)(de)(de)(de)企業兼職實(shi)(shi)(shi)(shi)訓(xun)(xun)(xun)(xun)教(jiao)師，從(cong)(cong)而影響(xiang)了實(shi)(shi)(shi)(shi)訓(xun)(xun)(xun)(xun)課的(de)(de)(de)(de)效果(guo)。1.3現(xian)(xian)場實(shi)(shi)(shi)(shi)訓(xun)(xun)(xun)(xun)條件(jian)達不(bu)(bu)到要(yao)(yao)求(qiu)。鐵路(lu)實(shi)(shi)(shi)(shi)訓(xun)(xun)(xun)(xun)場地(di)(di)投(tou)資(zi)成本昂(ang)貴，其中(zhong)計算機仿真(zhen)設(she)備(bei)、大(da)沙(sha)盤地(di)(di)面(mian)光電站場都需要(yao)(yao)幾百萬(wan)。由于高校(xiao)(xiao)專業資(zi)金分(fen)配有(you)(you)限，購進(jin)以(yi)上設(she)備(bei)不(bu)(bu)現(xian)(xian)實(shi)(shi)(shi)(shi)。當(dang)(dang)前，學(xue)校(xiao)(xiao)的(de)(de)(de)(de)實(shi)(shi)(shi)(shi)訓(xun)(xun)(xun)(xun)場地(di)(di)只能(neng)(neng)提供簡單的(de)(de)(de)(de)實(shi)(shi)(shi)(shi)訓(xun)(xun)(xun)(xun)演練，影響(xiang)學(xue)生職業技能(neng)(neng)的(de)(de)(de)(de)訓(xun)(xun)(xun)(xun)練與提高。另外(wai)，在很多實(shi)(shi)(shi)(shi)訓(xun)(xun)(xun)(xun)活動(dong)中(zhong)，學(xue)生往(wang)往(wang)扮演觀摩的(de)(de)(de)(de)角色，并未真(zhen)正參與到實(shi)(shi)(shi)(shi)際操作當(dang)(dang)中(zhong)，不(bu)(bu)能(neng)(neng)獨立完成活動(dong)項目。由于實(shi)(shi)(shi)(shi)訓(xun)(xun)(xun)(xun)效果(guo)不(bu)(bu)高，導(dao)致學(xue)生畢(bi)業后不(bu)(bu)能(neng)(neng)立即勝任工(gong)(gong)(gong)作。

2實踐教學體系標準建(jian)設存(cun)在(zai)的(de)問題

2.1實(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)教(jiao)(jiao)學(xue)(xue)師資(zi)隊(dui)伍建設(she)(she)(she)有待進(jin)一(yi)步(bu)優化。通過對專(zhuan)業(ye)(ye)師資(zi)隊(dui)伍現狀的(de)(de)分(fen)(fen)析(xi)可以看出，師資(zi)結(jie)構(包括學(xue)(xue)歷結(jie)構和年齡結(jie)構)不盡合(he)理。高層(ceng)次(ci)人(ren)才較(jiao)少，青年教(jiao)(jiao)師比例偏大，學(xue)(xue)員(yuan)結(jie)構有待進(jin)一(yi)步(bu)優化，教(jiao)(jiao)師業(ye)(ye)務水(shui)平有待進(jin)一(yi)步(bu)加強，學(xue)(xue)術(shu)梯隊(dui)建設(she)(she)(she)不足(zu)。2.2實(shi)(shi)(shi)訓(xun)(xun)室建設(she)(she)(she)有待進(jin)一(yi)步(bu)加強。由于本專(zhuan)業(ye)(ye)部分(fen)(fen)實(shi)(shi)(shi)訓(xun)(xun)室資(zi)源(yuan)為專(zhuan)業(ye)(ye)共享，設(she)(she)(she)備(bei)(bei)購買期限(xian)較(jiao)長(chang)、利用(yong)率高，很(hen)多設(she)(she)(she)備(bei)(bei)不同程度地出現了(le)老(lao)化耗損現象，實(shi)(shi)(shi)訓(xun)(xun)設(she)(she)(she)備(bei)(bei)需進(jin)一(yi)步(bu)更新。同時(shi)，隨著鐵路技(ji)(ji)術(shu)設(she)(she)(she)備(bei)(bei)的(de)(de)不斷發展和相關(guan)知識的(de)(de)更新，造成很(hen)多實(shi)(shi)(shi)訓(xun)(xun)設(she)(she)(she)備(bei)(bei)無法滿足(zu)新技(ji)(ji)術(shu)、新方(fang)向(xiang)的(de)(de)發展需要(yao)，相應課程無法進(jin)行有效的(de)(de)實(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)訓(xun)(xun)練。2.3學(xue)(xue)生(sheng)實(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)活(huo)動(dong)(dong)內(nei)(nei)容(rong)要(yao)豐富(fu)、層(ceng)次(ci)要(yao)提高。近幾年，專(zhuan)業(ye)(ye)非常重視學(xue)(xue)生(sheng)實(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)教(jiao)(jiao)學(xue)(xue)活(huo)動(dong)(dong)，舉辦相001關(guan)的(de)(de)學(xue)(xue)生(sheng)職業(ye)(ye)技(ji)(ji)能大賽，并(bing)取得了(le)不錯的(de)(de)效果(guo)，但從總體(ti)上看，學(xue)(xue)生(sheng)參與(yu)(yu)的(de)(de)課外實(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)活(huo)動(dong)(dong)還十分(fen)(fen)有限(xian)，一(yi)部分(fen)(fen)學(xue)(xue)生(sheng)參與(yu)(yu)積(ji)極性不高。學(xue)(xue)生(sheng)課外實(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)活(huo)動(dong)(dong)效果(guo)和層(ceng)次(ci)有待進(jin)一(yi)步(bu)提高，實(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)活(huo)動(dong)(dong)內(nei)(nei)容(rong)不盡科學(xue)(xue)合(he)理。

第一篇

1過程管理的內涵

過程(cheng)管(guan)理的(de)理論(lun)基礎是由系統(tong)論(lun)、信息論(lun)和(he)(he)(he)控制論(lun)三部分構(gou)成。它強(qiang)調對(dui)全(quan)(quan)程(cheng)的(de)全(quan)(quan)方面把握(wo)和(he)(he)(he)對(dui)關鍵點的(de)監督，因此更(geng)加適(shi)應(ying)(ying)柔性(xing)管(guan)理的(de)需要。針對(dui)職業院校(xiao)學生的(de)頂(ding)崗(gang)實(shi)習(xi)(xi)，可運用過程(cheng)管(guan)理的(de)方法來(lai)對(dui)其進(jin)(jin)行解(jie)構(gou)：用一組實(shi)踐方法、技術和(he)(he)(he)工具來(lai)策劃、控制和(he)(he)(he)改進(jin)(jin)高(gao)職學生頂(ding)崗(gang)實(shi)習(xi)(xi)過程(cheng)的(de)效(xiao)果(guo)、效(xiao)率和(he)(he)(he)適(shi)應(ying)(ying)性(xing)。

2實習過程管理

2.1“六到位”工作法(fa)

要(yao)(yao)(yao)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)現(xian)對學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)過(guo)(guo)程(cheng)(cheng)監(jian)控有(you)效，就必須搞好頂(ding)(ding)(ding)層設(she)(she)計(ji)，學(xue)(xue)(xue)(xue)(xue)(xue)院(yuan)經(jing)過(guo)(guo)多年(nian)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐總結，提(ti)出了“六到(dao)(dao)(dao)(dao)位(wei)(wei)(wei)(wei)(wei)”工(gong)(gong)作(zuo)(zuo)法。①制度設(she)(she)計(ji)到(dao)(dao)(dao)(dao)位(wei)(wei)(wei)(wei)(wei)。實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)施(shi)依法管教(jiao)(jiao)，對實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)過(guo)(guo)程(cheng)(cheng)的每一環節從制度設(she)(she)計(ji)上(shang)(shang)不留(liu)真(zhen)空，做到(dao)(dao)(dao)(dao)崗(gang)(gang)(gang)、人(ren)、責相符。先(xian)后(hou)制定(ding)了《恩(en)(en)施(shi)職業(ye)(ye)(ye)(ye)技(ji)術(shu)(shu)學(xue)(xue)(xue)(xue)(xue)(xue)院(yuan)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)管理辦法》、《恩(en)(en)施(shi)職業(ye)(ye)(ye)(ye)技(ji)術(shu)(shu)學(xue)(xue)(xue)(xue)(xue)(xue)院(yuan)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)工(gong)(gong)作(zuo)(zuo)程(cheng)(cheng)序》、《恩(en)(en)施(shi)職業(ye)(ye)(ye)(ye)技(ji)術(shu)(shu)學(xue)(xue)(xue)(xue)(xue)(xue)院(yuan)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)工(gong)(gong)作(zuo)(zuo)手(shou)(shou)冊(ce)》、《恩(en)(en)施(shi)職業(ye)(ye)(ye)(ye)技(ji)術(shu)(shu)學(xue)(xue)(xue)(xue)(xue)(xue)院(yuan)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)跟蹤(zong)(zong)(zong)服務(wu)手(shou)(shou)冊(ce)》等管理制度。②課(ke)(ke)程(cheng)(cheng)設(she)(she)計(ji)到(dao)(dao)(dao)(dao)位(wei)(wei)(wei)(wei)(wei)。把專業(ye)(ye)(ye)(ye)認知實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)、教(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)和頂(ding)(ding)(ding)崗(gang)(gang)(gang)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)按照課(ke)(ke)程(cheng)(cheng)來進(jin)(jin)行設(she)(she)計(ji)，一般應(ying)包(bao)括：實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)目的、實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)任(ren)(ren)務(wu)和內(nei)容、實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)組織與管理、實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)要(yao)(yao)(yao)求(qiu)(qiu)、實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)考核評價。③學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)安(an)(an)(an)排到(dao)(dao)(dao)(dao)位(wei)(wei)(wei)(wei)(wei)。專業(ye)(ye)(ye)(ye)認知實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)、教(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)均采用集(ji)中(zhong)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)的方(fang)(fang)式，由(you)專業(ye)(ye)(ye)(ye)帶(dai)頭(tou)人(ren)和課(ke)(ke)程(cheng)(cheng)任(ren)(ren)課(ke)(ke)教(jiao)(jiao)師(shi)(shi)負責聯系(xi)(xi)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)企業(ye)(ye)(ye)(ye)。頂(ding)(ding)(ding)崗(gang)(gang)(gang)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)分為自(zi)主(zhu)(zhu)(zhu)聯系(xi)(xi)頂(ding)(ding)(ding)崗(gang)(gang)(gang)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)和學(xue)(xue)(xue)(xue)(xue)(xue)院(yuan)安(an)(an)(an)排頂(ding)(ding)(ding)崗(gang)(gang)(gang)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)，自(zi)主(zhu)(zhu)(zhu)聯系(xi)(xi)頂(ding)(ding)(ding)崗(gang)(gang)(gang)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)的學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)必須填寫《自(zi)主(zhu)(zhu)(zhu)聯系(xi)(xi)頂(ding)(ding)(ding)崗(gang)(gang)(gang)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)單位(wei)(wei)(wei)(wei)(wei)申請(qing)表》，報系(xi)(xi)部(bu)(bu)(bu)(bu)審批后(hou)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)施(shi)。學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)100%都要(yao)(yao)(yao)參(can)加頂(ding)(ding)(ding)崗(gang)(gang)(gang)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)，系(xi)(xi)部(bu)(bu)(bu)(bu)要(yao)(yao)(yao)將(jiang)應(ying)該(gai)參(can)加頂(ding)(ding)(ding)崗(gang)(gang)(gang)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)的學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)逐一安(an)(an)(an)排到(dao)(dao)(dao)(dao)位(wei)(wei)(wei)(wei)(wei)并送到(dao)(dao)(dao)(dao)崗(gang)(gang)(gang)，然后(hou)將(jiang)《恩(en)(en)施(shi)職業(ye)(ye)(ye)(ye)技(ji)術(shu)(shu)學(xue)(xue)(xue)(xue)(xue)(xue)院(yuan)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)安(an)(an)(an)排表》報教(jiao)(jiao)務(wu)處實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)訓(xun)中(zhong)心備案。實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)前(qian)(qian)系(xi)(xi)部(bu)(bu)(bu)(bu)召開(kai)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)動(dong)員大會，明確實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)的內(nei)容和任(ren)(ren)務(wu)，宣布(bu)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)紀(ji)律，提(ti)出具體的實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)要(yao)(yao)(yao)求(qiu)(qiu)，分發實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)教(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)資(zi)料(liao)。系(xi)(xi)部(bu)(bu)(bu)(bu)對實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)進(jin)(jin)行實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)安(an)(an)(an)全(quan)教(jiao)(jiao)育(yu)和實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)前(qian)(qian)的崗(gang)(gang)(gang)位(wei)(wei)(wei)(wei)(wei)培(pei)訓(xun)，學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)、家長、系(xi)(xi)部(bu)(bu)(bu)(bu)和企業(ye)(ye)(ye)(ye)四方(fang)(fang)簽(qian)訂實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)協議(yi)書。④教(jiao)(jiao)師(shi)(shi)指(zhi)(zhi)(zhi)(zhi)導(dao)(dao)(dao)(dao)到(dao)(dao)(dao)(dao)位(wei)(wei)(wei)(wei)(wei)。學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)期間確定(ding)三名指(zhi)(zhi)(zhi)(zhi)導(dao)(dao)(dao)(dao)教(jiao)(jiao)師(shi)(shi)（企業(ye)(ye)(ye)(ye)指(zhi)(zhi)(zhi)(zhi)導(dao)(dao)(dao)(dao)教(jiao)(jiao)師(shi)(shi)、專業(ye)(ye)(ye)(ye)指(zhi)(zhi)(zhi)(zhi)導(dao)(dao)(dao)(dao)教(jiao)(jiao)師(shi)(shi)、班(ban)主(zhu)(zhu)(zhu)任(ren)(ren)），專業(ye)(ye)(ye)(ye)認知實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)、教(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)由(you)三位(wei)(wei)(wei)(wei)(wei)指(zhi)(zhi)(zhi)(zhi)導(dao)(dao)(dao)(dao)教(jiao)(jiao)師(shi)(shi)全(quan)程(cheng)(cheng)進(jin)(jin)行指(zhi)(zhi)(zhi)(zhi)導(dao)(dao)(dao)(dao)。頂(ding)(ding)(ding)崗(gang)(gang)(gang)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)由(you)于實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)崗(gang)(gang)(gang)位(wei)(wei)(wei)(wei)(wei)分散，主(zhu)(zhu)(zhu)要(yao)(yao)(yao)是以企業(ye)(ye)(ye)(ye)指(zhi)(zhi)(zhi)(zhi)導(dao)(dao)(dao)(dao)教(jiao)(jiao)師(shi)(shi)為主(zhu)(zhu)(zhu)，專業(ye)(ye)(ye)(ye)指(zhi)(zhi)(zhi)(zhi)導(dao)(dao)(dao)(dao)教(jiao)(jiao)師(shi)(shi)通過(guo)(guo)短信、QQ、電(dian)(dian)話(hua)、電(dian)(dian)子(zi)郵(you)件、巡(xun)回檢查等方(fang)(fang)式對頂(ding)(ding)(ding)崗(gang)(gang)(gang)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)進(jin)(jin)行指(zhi)(zhi)(zhi)(zhi)導(dao)(dao)(dao)(dao)。⑤跟蹤(zong)(zong)(zong)管理到(dao)(dao)(dao)(dao)位(wei)(wei)(wei)(wei)(wei)。班(ban)主(zhu)(zhu)(zhu)任(ren)(ren)通過(guo)(guo)短信、QQ、電(dian)(dian)話(hua)、電(dian)(dian)子(zi)郵(you)件等方(fang)(fang)式時刻(ke)與實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)保持聯系(xi)(xi)，每周至(zhi)少聯系(xi)(xi)1次，并填寫《恩(en)(en)施(shi)職業(ye)(ye)(ye)(ye)技(ji)術(shu)(shu)學(xue)(xue)(xue)(xue)(xue)(xue)院(yuan)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)跟蹤(zong)(zong)(zong)服務(wu)手(shou)(shou)冊(ce)》，學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)填寫《恩(en)(en)施(shi)職業(ye)(ye)(ye)(ye)技(ji)術(shu)(shu)學(xue)(xue)(xue)(xue)(xue)(xue)院(yuan)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)工(gong)(gong)作(zuo)(zuo)手(shou)(shou)冊(ce)》，要(yao)(yao)(yao)將(jiang)每天工(gong)(gong)作(zuo)(zuo)的崗(gang)(gang)(gang)位(wei)(wei)(wei)(wei)(wei)、任(ren)(ren)務(wu)、工(gong)(gong)作(zuo)(zuo)時間如(ru)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)填寫，企業(ye)(ye)(ye)(ye)指(zhi)(zhi)(zhi)(zhi)導(dao)(dao)(dao)(dao)教(jiao)(jiao)師(shi)(shi)簽(qian)字(zi)確認。⑥資(zi)料(liao)收(shou)集(ji)到(dao)(dao)(dao)(dao)位(wei)(wei)(wei)(wei)(wei)。學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)結束后(hou)，要(yao)(yao)(yao)向系(xi)(xi)部(bu)(bu)(bu)(bu)上(shang)(shang)交《恩(en)(en)施(shi)職業(ye)(ye)(ye)(ye)技(ji)術(shu)(shu)學(xue)(xue)(xue)(xue)(xue)(xue)院(yuan)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)工(gong)(gong)作(zuo)(zuo)手(shou)(shou)冊(ce)》、實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)報告，班(ban)主(zhu)(zhu)(zhu)任(ren)(ren)要(yao)(yao)(yao)上(shang)(shang)交《恩(en)(en)施(shi)職業(ye)(ye)(ye)(ye)技(ji)術(shu)(shu)學(xue)(xue)(xue)(xue)(xue)(xue)院(yuan)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)(xi)跟蹤(zong)(zong)(zong)服務(wu)手(shou)(shou)冊(ce)》，作(zuo)(zuo)為評定(ding)學(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)成(cheng)績的依據。

摘要(yao):為(wei)了提(ti)高我國(guo)高等職(zhi)(zhi)業(ye)(ye)技術院校人(ren)才(cai)(cai)培養質量，突出實踐能力的培養，改革人(ren)才(cai)(cai)培養模(mo)式，加快“雙(shuang)師型”教(jiao)師隊伍的建設(she)的步(bu)伐。文(wen)中(zhong)以鐵道通信與信息(xi)化技術專(zhuan)業(ye)(ye)青年教(jiao)師下企業(ye)(ye)鍛(duan)煉(lian)為(wei)背景，從(cong)教(jiao)師個人(ren)的角(jiao)度探討了高職(zhi)(zhi)院校青年教(jiao)師下企業(ye)(ye)鍛(duan)煉(lian)的目的、內(nei)容與收獲。

關鍵詞:高(gao)職;雙(shuang)師型;下(xia)企業鍛煉

一、緒論

由(you)于高(gao)職院校人才(cai)培養模式的(de)(de)特殊(shu)性(xing)，要求其教(jiao)師(shi)(shi)(shi)必須具(ju)(ju)有(you)雙師(shi)(shi)(shi)型素質(zhi)，就(jiu)是(shi)高(gao)職教(jiao)師(shi)(shi)(shi)不僅(jin)擁有(you)扎實的(de)(de)專業理論水平，而(er)且還具(ju)(ju)有(you)較強的(de)(de)動(dong)手實踐能(neng)力(li)。［1］但(dan)是(shi)就(jiu)目前現狀分析來看，我國的(de)(de)高(gao)職院校教(jiao)師(shi)(shi)(shi)都普遍缺乏動(dong)手實踐能(neng)力(li)，可以(yi)通過青(qing)年教(jiao)師(shi)(shi)(shi)下企業鍛(duan)煉(lian)這(zhe)一途徑，加(jia)快(kuai)“雙師(shi)(shi)(shi)型”教(jiao)師(shi)(shi)(shi)隊伍(wu)的(de)(de)建設的(de)(de)步伐。

二(er)、下(xia)企業鍛煉的目(mu)的

從教師個人(ren)的(de)(de)發展角度(du)來看(kan)，下企業鍛煉可以讓教師親身參與(yu)到企業的(de)(de)日常工(gong)作中去，通(tong)過擔任(ren)通(tong)信工(gong)，使我增長了知識(shi)，開闊了視野，總結了不少的(de)(de)現(xian)場工(gong)作經驗(yan)，學(xue)到了通(tong)信設備(bei)日常維護與(yu)檢修。［2］同時，進一步明確(que)鐵(tie)(tie)道通(tong)信與(yu)信息(xi)(xi)化技(ji)術專(zhuan)(zhuan)業的(de)(de)人(ren)才培養目(mu)標，充實自(zi)己的(de)(de)專(zhuan)(zhuan)業知識(shi)，提高(gao)業務水平。并且對(dui)(dui)鐵(tie)(tie)道通(tong)信與(yu)信息(xi)(xi)化技(ji)術專(zhuan)(zhuan)業學(xue)生的(de)(de)就業崗(gang)位(wei)、所需要(yao)的(de)(de)技(ji)能和(he)單位(wei)對(dui)(dui)畢業生的(de)(de)要(yao)求進行了相應的(de)(de)調研。［3］

摘要(yao)：任(ren)務(wu)驅(qu)動教(jiao)學(xue)(xue)(xue)法以學(xue)(xue)(xue)生為主，教(jiao)師為輔的(de)教(jiao)學(xue)(xue)(xue)模式激發了(le)學(xue)(xue)(xue)生學(xue)(xue)(xue)習(xi)的(de)積極性和主動性，而教(jiao)學(xue)(xue)(xue)任(ren)務(wu)設(she)計是任(ren)務(wu)驅(qu)動教(jiao)學(xue)(xue)(xue)法成功實施的(de)關(guan)鍵。為提(ti)(ti)高學(xue)(xue)(xue)生對混(hun)凝(ning)土和鋼筋等(deng)常見(jian)土木工程材料的(de)實踐運(yun)用能(neng)力，文章提(ti)(ti)出了(le)II型(xing)混(hun)凝(ning)土軌枕制作這一(yi)教(jiao)學(xue)(xue)(xue)任(ren)務(wu)設(she)計，提(ti)(ti)高了(le)學(xue)(xue)(xue)生的(de)學(xue)(xue)(xue)習(xi)興趣，增強了(le)學(xue)(xue)(xue)生的(de)實踐能(neng)力。

關鍵詞：任(ren)務驅(qu)動教學法;土(tu)木工程(cheng)材料(liao);教學設計

一、引言

隨著便攜上網設(she)備和移動(dong)(dong)互(hu)聯(lian)網的(de)(de)(de)(de)(de)(de)普及(ji)，知(zhi)(zhi)(zhi)識(shi)的(de)(de)(de)(de)(de)(de)獲取變得(de)(de)更加(jia)便捷，學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)可以輕松獲取所需問題(ti)(ti)的(de)(de)(de)(de)(de)(de)答(da)案。在這(zhe)(zhe)一(yi)(yi)(yi)(yi)(yi)時代背景之(zhi)下，傳統“老(lao)師講，學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)聽”的(de)(de)(de)(de)(de)(de)“填鴨式”課(ke)(ke)(ke)(ke)堂(tang)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)方式越發顯得(de)(de)枯燥(zao)乏味，尤其是(shi)(shi)(shi)對于(yu)(yu)(yu)活潑好動(dong)(dong)的(de)(de)(de)(de)(de)(de)高(gao)(gao)職學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)，課(ke)(ke)(ke)(ke)堂(tang)上學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)睡覺玩手機的(de)(de)(de)(de)(de)(de)現(xian)(xian)象普遍(bian)存(cun)(cun)在且(qie)(qie)屢禁不(bu)止。身為(wei)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師，如何(he)正(zheng)確(que)引導學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)，順應時展(zhan)趨(qu)勢，將(jiang)手機和網絡(luo)由(you)被動(dong)(dong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習的(de)(de)(de)(de)(de)(de)阻礙轉(zhuan)化為(wei)主(zhu)(zhu)動(dong)(dong)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習的(de)(de)(de)(de)(de)(de)助(zhu)力，是(shi)(shi)(shi)一(yi)(yi)(yi)(yi)(yi)個(ge)值(zhi)得(de)(de)認(ren)真思考的(de)(de)(de)(de)(de)(de)問題(ti)(ti)。《國務(wu)(wu)院關(guan)于(yu)(yu)(yu)加(jia)快發展(zhan)現(xian)(xian)代職業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育的(de)(de)(de)(de)(de)(de)決(jue)定》中(zhong)(zhong)也(ye)(ye)明確(que)提(ti)出(chu)了(le)要繼續(xu)深化推進(jin)人(ren)才培養模(mo)(mo)(mo)式創新，強(qiang)化教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)、學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習、實訓相融合的(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)活動(dong)(dong)，加(jia)大(da)實習實訓在教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)中(zhong)(zhong)的(de)(de)(de)(de)(de)(de)比(bi)重，推行(xing)項(xiang)目教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)、案例(li)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)、工(gong)作過(guo)程(cheng)(cheng)(cheng)(cheng)(cheng)導向(xiang)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)等新型教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)模(mo)(mo)(mo)式。經(jing)過(guo)一(yi)(yi)(yi)(yi)(yi)段(duan)時間的(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)實踐(jian)(jian)探索，筆者認(ren)為(wei)任(ren)(ren)務(wu)(wu)驅(qu)(qu)(qu)動(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)法(fa)是(shi)(shi)(shi)解(jie)(jie)決(jue)這(zhe)(zhe)一(yi)(yi)(yi)(yi)(yi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)難題(ti)(ti)的(de)(de)(de)(de)(de)(de)一(yi)(yi)(yi)(yi)(yi)種(zhong)(zhong)有效(xiao)途(tu)徑。任(ren)(ren)務(wu)(wu)驅(qu)(qu)(qu)動(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)法(fa)是(shi)(shi)(shi)一(yi)(yi)(yi)(yi)(yi)種(zhong)(zhong)基于(yu)(yu)(yu)建構主(zhu)(zhu)義學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習理論(lun)的(de)(de)(de)(de)(de)(de)新型教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)模(mo)(mo)(mo)式。區別于(yu)(yu)(yu)傳統“填鴨式”課(ke)(ke)(ke)(ke)堂(tang)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)模(mo)(mo)(mo)式，任(ren)(ren)務(wu)(wu)驅(qu)(qu)(qu)動(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)法(fa)由(you)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師將(jiang)課(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)內容設(she)計(ji)成(cheng)(cheng)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習任(ren)(ren)務(wu)(wu)，學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)基于(yu)(yu)(yu)對任(ren)(ren)務(wu)(wu)的(de)(de)(de)(de)(de)(de)理解(jie)(jie)，充分(fen)運用已學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)知(zhi)(zhi)(zhi)識(shi)，提(ti)出(chu)問題(ti)(ti)，主(zhu)(zhu)動(dong)(dong)思考，自(zi)(zi)主(zhu)(zhu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習，分(fen)組協作，達(da)成(cheng)(cheng)任(ren)(ren)務(wu)(wu)。在學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習任(ren)(ren)務(wu)(wu)的(de)(de)(de)(de)(de)(de)執行(xing)過(guo)程(cheng)(cheng)(cheng)(cheng)(cheng)中(zhong)(zhong)，教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師往(wang)往(wang)只提(ti)供導向(xiang)性(xing)的(de)(de)(de)(de)(de)(de)針(zhen)對輔導，及(ji)在浩如煙海(hai)的(de)(de)(de)(de)(de)(de)網絡(luo)知(zhi)(zhi)(zhi)識(shi)庫中(zhong)(zhong)為(wei)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)去偽存(cun)(cun)真、去蕪存(cun)(cun)菁，學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)這(zhe)(zhe)一(yi)(yi)(yi)(yi)(yi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習的(de)(de)(de)(de)(de)(de)真正(zheng)主(zhu)(zhu)體也(ye)(ye)確(que)實成(cheng)(cheng)為(wei)了(le)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習過(guo)程(cheng)(cheng)(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)(de)主(zhu)(zhu)導。在這(zhe)(zhe)種(zhong)(zhong)多維、互(hu)動(dong)(dong)式的(de)(de)(de)(de)(de)(de)新型教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)模(mo)(mo)(mo)式之(zhi)下，學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)始終處于(yu)(yu)(yu)一(yi)(yi)(yi)(yi)(yi)種(zhong)(zhong)積(ji)極主(zhu)(zhu)動(dong)(dong)、目標(biao)明確(que)且(qie)(qie)循序(xu)漸(jian)進(jin)的(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習狀態之(zhi)中(zhong)(zhong)，會在沒有感受到(dao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習壓力之(zhi)下自(zi)(zi)主(zhu)(zhu)完成(cheng)(cheng)課(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)知(zhi)(zhi)(zhi)識(shi)及(ji)技能(neng)的(de)(de)(de)(de)(de)(de)積(ji)累。《土(tu)(tu)(tu)木工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)材料》課(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)是(shi)(shi)(shi)高(gao)(gao)職院校土(tu)(tu)(tu)建類專(zhuan)業(ye)(ye)必修的(de)(de)(de)(de)(de)(de)一(yi)(yi)(yi)(yi)(yi)門(men)專(zhuan)業(ye)(ye)基礎課(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)，也(ye)(ye)是(shi)(shi)(shi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)最早接觸到(dao)的(de)(de)(de)(de)(de)(de)專(zhuan)業(ye)(ye)課(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)之(zhi)一(yi)(yi)(yi)(yi)(yi)，其教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)效(xiao)果(guo)直接影響到(dao)了(le)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)對于(yu)(yu)(yu)后續(xu)專(zhuan)業(ye)(ye)課(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習興(xing)趣(qu)。課(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)主(zhu)(zhu)要講授水(shui)泥、混凝土(tu)(tu)(tu)、鋼(gang)筋等常用土(tu)(tu)(tu)木工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)材料的(de)(de)(de)(de)(de)(de)特性(xing)及(ji)應用，具(ju)有知(zhi)(zhi)(zhi)識(shi)點龐雜且(qie)(qie)與工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)實踐(jian)(jian)聯(lian)系(xi)緊(jin)密等特點。對于(yu)(yu)(yu)實踐(jian)(jian)經(jing)驗不(bu)足且(qie)(qie)普遍(bian)不(bu)擅長(chang)記憶背誦(song)的(de)(de)(de)(de)(de)(de)高(gao)(gao)職學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)來說，該(gai)課(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)顯得(de)(de)知(zhi)(zhi)(zhi)識(shi)點過(guo)多、枯燥(zao)乏味，學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)普遍(bian)表現(xian)(xian)出(chu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習興(xing)趣(qu)不(bu)高(gao)(gao)，教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)效(xiao)果(guo)不(bu)佳，且(qie)(qie)多年(nian)來，因(yin)受本(ben)科教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)材的(de)(de)(de)(de)(de)(de)影響，其課(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)內容比(bi)較偏重于(yu)(yu)(yu)材料組成(cheng)(cheng)原理分(fen)析而不(bu)是(shi)(shi)(shi)工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)實踐(jian)(jian)應用技術(shu)(shu)，這(zhe)(zhe)也(ye)(ye)與高(gao)(gao)職學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)未來實際(ji)就業(ye)(ye)方向(xiang)的(de)(de)(de)(de)(de)(de)需求不(bu)符(fu)。針(zhen)對這(zhe)(zhe)一(yi)(yi)(yi)(yi)(yi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)實際(ji)問題(ti)(ti)，筆者將(jiang)任(ren)(ren)務(wu)(wu)驅(qu)(qu)(qu)動(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)法(fa)應用于(yu)(yu)(yu)遼寧鐵道(dao)職業(ye)(ye)技術(shu)(shu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)院2017級鐵道(dao)工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)專(zhuan)業(ye)(ye)基于(yu)(yu)(yu)任(ren)(ren)務(wu)(wu)驅(qu)(qu)(qu)動(dong)(dong)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)法(fa)的(de)(de)(de)(de)(de)(de)高(gao)(gao)職土(tu)(tu)(tu)木工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)材料教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)設(she)計(ji)李超(chao)1李楊2(1.遼寧鐵道(dao)職業(ye)(ye)技術(shu)(shu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)院遼寧錦州1210002.錦州市規劃設(she)計(ji)研究院遼寧錦州121000)《土(tu)(tu)(tu)木工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)材料》課(ke)(ke)(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)中(zhong)(zhong)，取得(de)(de)了(le)滿(man)意(yi)的(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)效(xiao)果(guo)。

二、教學設計

(一(yi))設計(ji)(ji)依據。學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)任務(wu)(wu)(wu)設計(ji)(ji)是任務(wu)(wu)(wu)驅動(dong)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)法實(shi)(shi)(shi)施(shi)(shi)首先(xian)和最(zui)為(wei)關鍵的(de)(de)(de)(de)步驟。任務(wu)(wu)(wu)設計(ji)(ji)內(nei)(nei)容(rong)應(ying)基于(yu)專業(ye)(ye)人才培養目標，立足(zu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)情特點，擬(ni)合(he)就業(ye)(ye)方向。任務(wu)(wu)(wu)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)量(liang)(liang)應(ying)飽滿，難度(du)不(bu)宜過高(gao)也不(bu)宜過低，以(yi)實(shi)(shi)(shi)用(yong)、適(shi)用(yong)、夠用(yong)為(wei)原(yuan)則。高(gao)職(zhi)院校(xiao)土(tu)(tu)(tu)(tu)建類專業(ye)(ye)畢業(ye)(ye)生(sheng)(sheng)(sheng)大(da)多(duo)(duo)入(ru)職(zhi)土(tu)(tu)(tu)(tu)建工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)員、測量(liang)(liang)員、監理(li)員等(deng)施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)現場一(yi)線(xian)作(zuo)(zuo)(zuo)業(ye)(ye)技(ji)(ji)(ji)術人員。受學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)歷(li)所限，他們幾乎不(bu)可能(neng)直(zhi)接(jie)(jie)進入(ru)科研院所和生(sheng)(sheng)(sheng)產(chan)企業(ye)(ye)從(cong)事材(cai)(cai)(cai)料(liao)(liao)研發工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)。所以(yi)，高(gao)職(zhi)院校(xiao)《土(tu)(tu)(tu)(tu)木(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)材(cai)(cai)(cai)料(liao)(liao)》課(ke)程(cheng)(cheng)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)內(nei)(nei)容(rong)應(ying)立足(zu)于(yu)現實(shi)(shi)(shi)，以(yi)從(cong)事施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)現場一(yi)線(xian)技(ji)(ji)(ji)術工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)所必須掌握(wo)的(de)(de)(de)(de)常(chang)用(yong)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)材(cai)(cai)(cai)料(liao)(liao)實(shi)(shi)(shi)踐(jian)應(ying)用(yong)技(ji)(ji)(ji)術作(zuo)(zuo)(zuo)為(wei)主要教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)內(nei)(nei)容(rong)，教(jiao)(jiao)(jiao)材(cai)(cai)(cai)中過于(yu)偏向材(cai)(cai)(cai)料(liao)(liao)組成(cheng)及(ji)原(yuan)理(li)分(fen)析的(de)(de)(de)(de)內(nei)(nei)容(rong)則應(ying)適(shi)當刪(shan)減，節省下來的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)時應(ying)投入(ru)到實(shi)(shi)(shi)訓(xun)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)，以(yi)增強(qiang)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)實(shi)(shi)(shi)踐(jian)操作(zuo)(zuo)(zuo)技(ji)(ji)(ji)能(neng)。以(yi)遼寧(ning)鐵(tie)(tie)(tie)道職(zhi)業(ye)(ye)技(ji)(ji)(ji)術學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)院為(wei)例(li)，因具有(you)理(li)實(shi)(shi)(shi)一(yi)體(ti)化教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)條件(jian)，故《土(tu)(tu)(tu)(tu)木(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)材(cai)(cai)(cai)料(liao)(liao)》課(ke)程(cheng)(cheng)已實(shi)(shi)(shi)現在一(yi)體(ti)化實(shi)(shi)(shi)訓(xun)室(shi)授課(ke)，且以(yi)往多(duo)(duo)屆的(de)(de)(de)(de)實(shi)(shi)(shi)訓(xun)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)時間(jian)均已超過了(le)課(ke)堂教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)時間(jian)，實(shi)(shi)(shi)訓(xun)條件(jian)完(wan)善，經(jing)驗(yan)成(cheng)熟。經(jing)過了(le)教(jiao)(jiao)(jiao)材(cai)(cai)(cai)分(fen)析、學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)情分(fen)析、行(xing)業(ye)(ye)調研、畢業(ye)(ye)生(sheng)(sheng)(sheng)座談(tan)并(bing)(bing)結(jie)合(he)已有(you)實(shi)(shi)(shi)訓(xun)條件(jian)，筆(bi)者(zhe)設計(ji)(ji)了(le)遼寧(ning)鐵(tie)(tie)(tie)道職(zhi)業(ye)(ye)技(ji)(ji)(ji)術學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)院2017級鐵(tie)(tie)(tie)道工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)專業(ye)(ye)《土(tu)(tu)(tu)(tu)木(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)材(cai)(cai)(cai)料(liao)(liao)》課(ke)程(cheng)(cheng)任務(wu)(wu)(wu)驅動(dong)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)的(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)任務(wu)(wu)(wu)，即(ji)II型(xing)混(hun)(hun)(hun)(hun)(hun)凝土(tu)(tu)(tu)(tu)軌(gui)(gui)枕(zhen)(zhen)制(zhi)作(zuo)(zuo)(zuo)。(二)任務(wu)(wu)(wu)設計(ji)(ji)。學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)土(tu)(tu)(tu)(tu)木(mu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)材(cai)(cai)(cai)料(liao)(liao)應(ying)用(yong)技(ji)(ji)(ji)術最(zui)直(zhi)接(jie)(jie)有(you)效(xiao)的(de)(de)(de)(de)方法莫(mo)過于(yu)應(ying)用(yong)具體(ti)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)材(cai)(cai)(cai)料(liao)(liao)制(zhi)作(zuo)(zuo)(zuo)實(shi)(shi)(shi)際(ji)構(gou)件(jian)。混(hun)(hun)(hun)(hun)(hun)凝土(tu)(tu)(tu)(tu)軌(gui)(gui)枕(zhen)(zhen)是鐵(tie)(tie)(tie)路(lu)現場最(zui)為(wei)常(chang)見的(de)(de)(de)(de)小型(xing)混(hun)(hun)(hun)(hun)(hun)凝土(tu)(tu)(tu)(tu)構(gou)件(jian)，其尺寸小，制(zhi)作(zuo)(zuo)(zuo)難度(du)相(xiang)對較低，適(shi)于(yu)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)動(dong)手制(zhi)作(zuo)(zuo)(zuo)。盡管其尺寸不(bu)大(da)，但制(zhi)作(zuo)(zuo)(zuo)過程(cheng)(cheng)中需(xu)合(he)理(li)運用(yong)水泥、混(hun)(hun)(hun)(hun)(hun)凝土(tu)(tu)(tu)(tu)和鋼(gang)筋等(deng)常(chang)見工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)材(cai)(cai)(cai)料(liao)(liao)，掌握(wo)正確的(de)(de)(de)(de)施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)操作(zuo)(zuo)(zuo)方法方可成(cheng)功制(zhi)作(zuo)(zuo)(zuo)。II型(xing)混(hun)(hun)(hun)(hun)(hun)凝土(tu)(tu)(tu)(tu)軌(gui)(gui)枕(zhen)(zhen)作(zuo)(zuo)(zuo)為(wei)我國(guo)鐵(tie)(tie)(tie)路(lu)現場目前保有(you)量(liang)(liang)最(zui)大(da)的(de)(de)(de)(de)混(hun)(hun)(hun)(hun)(hun)凝土(tu)(tu)(tu)(tu)軌(gui)(gui)枕(zhen)(zhen)，在后續(xu)《鐵(tie)(tie)(tie)路(lu)軌(gui)(gui)道》等(deng)專業(ye)(ye)課(ke)程(cheng)(cheng)中也會詳細學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)，提前掌握(wo)其制(zhi)作(zuo)(zuo)(zuo)會為(wei)后續(xu)課(ke)程(cheng)(cheng)打下扎(zha)實(shi)(shi)(shi)基礎(chu)。在II型(xing)混(hun)(hun)(hun)(hun)(hun)凝土(tu)(tu)(tu)(tu)軌(gui)(gui)枕(zhen)(zhen)制(zhi)作(zuo)(zuo)(zuo)這一(yi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)任務(wu)(wu)(wu)的(de)(de)(de)(de)執行(xing)過程(cheng)(cheng)中，學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)還可以(yi)主動(dong)掌握(wo)施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)圖繪制(zhi)及(ji)識讀(du)、模(mo)板加工(gong)(gong)(gong)(gong)(gong)(gong)及(ji)固定、鋼(gang)筋下料(liao)(liao)及(ji)綁扎(zha)、混(hun)(hun)(hun)(hun)(hun)凝土(tu)(tu)(tu)(tu)澆搗及(ji)養護等(deng)實(shi)(shi)(shi)踐(jian)技(ji)(ji)(ji)能(neng)，并(bing)(bing)最(zui)終通(tong)過對制(zhi)作(zuo)(zuo)(zuo)的(de)(de)(de)(de)混(hun)(hun)(hun)(hun)(hun)凝土(tu)(tu)(tu)(tu)軌(gui)(gui)枕(zhen)(zhen)與(yu)正規廠家生(sheng)(sheng)(sheng)產(chan)軌(gui)(gui)枕(zhen)(zhen)的(de)(de)(de)(de)對比(bi)，獲取學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)任務(wu)(wu)(wu)完(wan)成(cheng)情況的(de)(de)(de)(de)直(zhi)觀(guan)評價(jia)，從(cong)而加深(shen)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)(xue)習(xi)(xi)印象。

摘(zhai)要:以(yi)“鐵路客(ke)運禮儀”課程(cheng)為(wei)例，按(an)疫(yi)(yi)情(qing)前、疫(yi)(yi)情(qing)中、疫(yi)(yi)情(qing)后時(shi)(shi)段，分(fen)別對高校在線教學平臺、智慧教室的使用(yong)情(qing)況進行研(yan)究，得(de)出傳統教學模(mo)(mo)式(shi)(shi)與創新(xin)教學模(mo)(mo)式(shi)(shi)相融合將(jiang)成為(wei)在線教育常態化的結(jie)論，以(yi)期為(wei)后疫(yi)(yi)情(qing)時(shi)(shi)代構建信息(xi)社會教育新(xin)模(mo)(mo)式(shi)(shi)提供(gong)參考。

關鍵詞:后疫情時(shi)代;客運禮儀(yi);教學方法;創(chuang)新

隨著(zhu)肺炎疫(yi)情在(zai)(zai)全國(guo)范(fan)圍內(nei)的(de)(de)有效控制，學生陸續返(fan)校復(fu)(fu)課(ke)，線下教(jiao)學活(huo)動逐(zhu)步恢(hui)復(fu)(fu)，但這并不(bu)意(yi)味著(zhu)線上教(jiao)學只(zhi)是疫(yi)情期間(jian)的(de)(de)權(quan)宜之計。線上教(jiao)學雖然在(zai)(zai)落地過程中出現了(le)各種(zhong)問題，但教(jiao)育(yu)與科技的(de)(de)深(shen)(shen)度融合已經開(kai)啟，無論何種(zhong)課(ke)程，只(zhi)有通過持續推進(jin)信(xin)息技術與教(jiao)育(yu)的(de)(de)深(shen)(shen)度融合，不(bu)斷在(zai)(zai)挑戰(zhan)中總結實踐經驗，才能更好(hao)地發揮在(zai)(zai)線教(jiao)育(yu)對傳統教(jiao)育(yu)體制改革(ge)的(de)(de)助推作用(yong)。

一、教學實(shi)施(shi)及存在的問題

(一)教學實施

“鐵路客(ke)運禮(li)儀(yi)”是高(gao)校鐵道交(jiao)(jiao)通運營(ying)管理(li)專業(ye)的(de)(de)一(yi)門專業(ye)課(ke)(ke)程。該(gai)課(ke)(ke)程旨在通過(guo)學(xue)(xue)習與訓練，使(shi)學(xue)(xue)生(sheng)掌(zhang)握個人形(xing)象(xiang)塑造(zao)基本(ben)知(zhi)識及服務(wu)(wu)(wu)行(xing)業(ye)的(de)(de)主(zhu)要(yao)禮(li)儀(yi)規范(fan)，對(dui)學(xue)(xue)生(sheng)職(zhi)業(ye)能(neng)(neng)力(li)和職(zhi)業(ye)素(su)(su)養的(de)(de)培(pei)養具有(you)明顯的(de)(de)促進作用(yong)。“鐵路客(ke)運禮(li)儀(yi)”課(ke)(ke)程以(yi)(yi)鐵道運輸、城軌運輸行(xing)業(ye)的(de)(de)服務(wu)(wu)(wu)工(gong)作為(wei)出發(fa)點，以(yi)(yi)提(ti)升服務(wu)(wu)(wu)禮(li)儀(yi)素(su)(su)養為(wei)核心，通過(guo)企業(ye)專家(jia)的(de)(de)參(can)與及指導(dao)教(jiao)師的(de)(de)討論(lun)、分析(xi)，對(dui)完成典(dian)型工(gong)作任(ren)務(wu)(wu)(wu)所(suo)需的(de)(de)知(zhi)識、能(neng)(neng)力(li)和素(su)(su)質(zhi)要(yao)求(qiu)進行(xing)剖析(xi)，篩選出適學(xue)(xue)夠用(yong)的(de)(de)課(ke)(ke)程內容，并進行(xing)專題(ti)細化(hua)，最終設計為(wei)五個教(jiao)學(xue)(xue)模塊(kuai)，即(ji)職(zhi)業(ye)形(xing)象(xiang)禮(li)儀(yi)、社交(jiao)(jiao)基礎禮(li)儀(yi)、車(che)站(zhan)服務(wu)(wu)(wu)禮(li)儀(yi)、高(gao)鐵列車(che)服務(wu)(wu)(wu)禮(li)儀(yi)和知(zhi)識拓展。教(jiao)學(xue)(xue)過(guo)程遵循從理(li)論(lun)到實(shi)(shi)踐(jian)(jian)的(de)(de)規律。針對(dui)主(zhu)要(yao)崗(gang)位(wei)(如列車(che)乘(cheng)務(wu)(wu)(wu)員(yuan)、列車(che)長、客(ke)運值(zhi)班(ban)員(yuan)、運營(ying)調(diao)度員(yuan)、行(xing)車(che)值(zhi)班(ban)員(yuan))的(de)(de)工(gong)作性質(zhi)，該(gai)課(ke)(ke)程的(de)(de)教(jiao)學(xue)(xue)目(mu)標(biao)可分為(wei)五個層次:基礎理(li)論(lun)—基本(ben)技(ji)能(neng)(neng)—職(zhi)業(ye)技(ji)能(neng)(neng)—綜合技(ji)能(neng)(neng)—拓展知(zhi)識。在教(jiao)學(xue)(xue)目(mu)標(biao)確定的(de)(de)情況(kuang)下(xia)，應依據(ju)典(dian)型工(gong)作任(ren)務(wu)(wu)(wu)剖析(xi)崗(gang)位(wei)能(neng)(neng)力(li)和職(zhi)業(ye)素(su)(su)質(zhi)的(de)(de)要(yao)求(qiu)，按照理(li)實(shi)(shi)一(yi)體化(hua)教(jiao)學(xue)(xue)模式確定教(jiao)學(xue)(xue)實(shi)(shi)踐(jian)(jian)項(xiang)目(mu)。

論文關(guan)鍵詞:國際貿易專業《國際貨運實務(wu)》課程學(xue)習性工作任務(wu)

論文摘要(yao)(yao):高職專業課(ke)(ke)程(cheng)要(yao)(yao)引導學(xue)生了解(jie)現實，培養學(xue)生的(de)專業能力、方(fang)法能力和(he)(he)社會能力，根據學(xue)科特點和(he)(he)學(xue)生實際需要(yao)(yao)，有目的(de)、有計劃地(di)引導學(xue)生將所學(xue)原理(li)與實際生活(huo)、生產(chan)中的(de)具體問(wen)題(ti)相聯(lian)系，解(jie)決實際問(wen)題(ti)。只(zhi)有重視(shi)學(xue)習(xi)任(ren)(ren)(ren)務的(de)質量，才能真正提高職業教育(yu)課(ke)(ke)程(cheng)質量。本文作者按照(zhao)工(gong)學(xue)結合(he)教學(xue)模式的(de)要(yao)(yao)求(qiu)，以(yi)《國(guo)際貨運實務》課(ke)(ke)程(cheng)為例，從典型工(gong)作任(ren)(ren)(ren)務出發(fa)，細分學(xue)習(xi)性工(gong)作任(ren)(ren)(ren)務并(bing)科學(xue)實施。

國(guo)際(ji)貿易專(zhuan)(zhuan)業(ye)的(de)(國(guo)際(ji)貨(huo)(huo)運實務》課(ke)程(cheng)是一門采用(yong)工(gong)學結合模式教學的(de)專(zhuan)(zhuan)業(ye)課(ke)，共72課(ke)時(shi)，4個學分。通過本課(ke)程(cheng)的(de)學習，依托其(qi)(qi)他專(zhuan)(zhuan)業(ye)課(ke)程(cheng)的(de)支撐，學生(sheng)應具(ju)(ju)備基本的(de)解(jie)(jie)決國(guo)際(ji)貨(huo)(huo)運實務問題(ti)的(de)方法(fa)和(he)能(neng)力(li);了解(jie)(jie)國(guo)內外(wai)國(guo)際(ji)貨(huo)(huo)物運輸(shu)發展概況(kuang)及國(guo)際(ji)貿易的(de)一般(ban)知識;掌握國(guo)際(ji)貨(huo)(huo)物運輸(shu)的(de)組織程(cheng)序(xu)、具(ju)(ju)體工(gong)作、主(zhu)要(yao)單證和(he)管理方法(fa)，以獲取今后從事國(guo)際(ji)貨(huo)(huo)物運輸(shu)行業(ye)及其(qi)(qi)它(ta)相(xiang)關行業(ye)，如外(wai)銷、報關、報檢(jian)、運輸(shu)保險、金融等多(duo)方位(wei)信息(xi)。

一、典型工作任務(wu)分解

為(wei)實(shi)現上述課程(cheng)(cheng)任務(wu)，根據(ju)(ju)學(xue)生和學(xue)科特點，我們(men)與實(shi)踐專家(jia)一起分析(xi)了(le)《國際貨(huo)(huo)(huo)運(yun)(yun)(yun)實(shi)務(wu)》的(de)典(dian)型工作(zuo)任務(wu):通(tong)過實(shi)際操(cao)作(zuo)使(shi)學(xue)生掌握海(hai)上貨(huo)(huo)(huo)運(yun)(yun)(yun)的(de)流(liu)程(cheng)(cheng)及單據(ju)(ju)的(de)使(shi)用(yong)、國際多式聯運(yun)(yun)(yun)的(de)應用(yong);熟悉(xi)航空(kong)運(yun)(yun)(yun)輸(shu)的(de)貨(huo)(huo)(huo)運(yun)(yun)(yun)流(liu)程(cheng)(cheng)及單據(ju)(ju)使(shi)用(yong)情況(kuang)、鐵路貨(huo)(huo)(huo)運(yun)(yun)(yun)的(de)貨(huo)(huo)(huo)運(yun)(yun)(yun)流(liu)程(cheng)(cheng);了(le)解國際貨(huo)(huo)(huo)運(yun)(yun)(yun)企(qi)業從事傳統(tong)貨(huo)(huo)(huo)運(yun)(yun)(yun)業務(wu)的(de)責(ze)任風險劃分、租船運(yun)(yun)(yun)輸(shu)業務(wu)。

根據(ju)傳授知識(shi)與發展能(neng)(neng)(neng)力(li)(li)相(xiang)統一的(de)(de)(de)教(jiao)(jiao)學(xue)(xue)(xue)原則，我(wo)(wo)們(men)在教(jiao)(jiao)學(xue)(xue)(xue)中(zhong)將(jiang)傳授國際(ji)貨運專業(ye)知識(shi)與培養(yang)(yang)專業(ye)能(neng)(neng)(neng)力(li)(li)、方(fang)法能(neng)(neng)(neng)力(li)(li)和社(she)會(hui)能(neng)(neng)(neng)力(li)(li)相(xiang)結(jie)合，將(jiang)培養(yang)(yang)學(xue)(xue)(xue)生(sheng)的(de)(de)(de)語言(yan)表達能(neng)(neng)(neng)力(li)(li)、邏輯思(si)維能(neng)(neng)(neng)力(li)(li)、創新能(neng)(neng)(neng)力(li)(li)作為綜合職業(ye)能(neng)(neng)(neng)力(li)(li)培養(yang)(yang)的(de)(de)(de)途徑。通過問答法、討論(lun)法、演示法、練習法等(deng)教(jiao)(jiao)學(xue)(xue)(xue)方(fang)法，培養(yang)(yang)學(xue)(xue)(xue)生(sheng)動口、動手的(de)(de)(de)興趣(qu);采用影像(xiang)資料等(deng)教(jiao)(jiao)學(xue)(xue)(xue)手段，加(jia)強對學(xue)(xue)(xue)生(sheng)分(fen)析問題(ti)(ti)、解(jie)決問題(ti)(ti)及創造性思(si)維能(neng)(neng)(neng)力(li)(li)的(de)(de)(de)培養(yang)(yang)。根據(ju)學(xue)(xue)(xue)校條件(jian)、學(xue)(xue)(xue)生(sheng)特點和任(ren)務(wu)(wu)(wu)的(de)(de)(de)重難點，我(wo)(wo)將(jiang)上述典型工作任(ren)務(wu)(wu)(wu)分(fen)解(jie)為以下各種學(xue)(xue)(xue)習情境下的(de)(de)(de)學(xue)(xue)(xue)習性工作任(ren)務(wu)(wu)(wu)，見(jian)表1。

摘要：隨著鐵路(lu)技術的發展，如何對待和妥當處理既有(you)(you)建筑是房建設計者(zhe)的難題。通過利(li)用閑(xian)置既有(you)(you)建筑改造為(wei)實(shi)訓基地，對既有(you)(you)建筑進行了(le)結(jie)構鑒定，根(gen)據鑒定結(jie)果進行了(le)加固設計，總結(jie)了(le)建筑加固的施(shi)工要點(dian)及施(shi)工注意(yi)事項，為(wei)后續鐵路(lu)建筑改造加固提供(gong)了(le)依據。

關鍵詞：鐵路既有建(jian)筑；閑置；改造(zao)；加固設計

1工程概況

徐州北(bei)站(zhan)加冰(bing)(bing)所建(jian)成(cheng)于20世紀90年(nian)(nian)(nian)代初（1992年(nian)(nian)(nian)建(jian)成(cheng)投產），建(jian)有制冰(bing)(bing)車(che)間(jian)及冰(bing)(bing)庫(ku)、辦(ban)(ban)公(gong)樓、鍋(guo)爐房(fang)、配(pei)電室、庫(ku)房(fang)、加冰(bing)(bing)臺等。其中辦(ban)(ban)公(gong)樓、鍋(guo)爐房(fang)、配(pei)電室、庫(ku)房(fang)為(wei)磚混結(jie)(jie)構，辦(ban)(ban)公(gong)樓、配(pei)電室還在使用(yong)。制冰(bing)(bing)車(che)間(jian)及冰(bing)(bing)庫(ku)，總建(jian)筑面積為(wei)2738m2，建(jian)設(she)時(shi)間(jian)為(wei)1990年(nian)(nian)(nian)，鋼筋混凝(ning)土(tu)排(pai)架(jia)(jia)結(jie)(jie)構，采用(yong)預制樁基(ji)礎，地上一(yi)(yi)層，屋蓋(gai)為(wei)鋼筋混凝(ning)土(tu)桁架(jia)(jia)及預應(ying)力鋼筋混凝(ning)土(tu)大型(xing)屋面板。按照“區域性(xing)(xing)與專業(ye)(ye)性(xing)(xing)相(xiang)(xiang)結(jie)(jie)合、深化專業(ye)(ye)管理與集中統一(yi)(yi)管理相(xiang)(xiang)結(jie)(jie)合”的工作(zuo)思路，綜合利用(yong)閑置(zhi)資源，提升(sheng)相(xiang)(xiang)關(guan)專業(ye)(ye)培(pei)(pei)訓(xun)能(neng)力和辦(ban)(ban)學(xue)條件，根(gen)據鐵(tie)路局建(jian)設(she)意(yi)見擬利用(yong)徐州北(bei)站(zhan)加冰(bing)(bing)所改(gai)造(zao)成(cheng)徐州北(bei)車(che)務實(shi)訓(xun)基(ji)地，建(jian)成(cheng)后可承擔調車(che)組人員、接(jie)發列車(che)人員、車(che)號人員崗(gang)位(wei)資格性(xing)(xing)培(pei)(pei)訓(xun)、適(shi)應(ying)性(xing)(xing)培(pei)(pei)訓(xun)、實(shi)作(zuo)技能(neng)訓(xun)練，并兼顧承辦(ban)(ban)專業(ye)(ye)技能(neng)大賽。改(gai)造(zao)后平(ping)面圖(tu)詳見圖(tu)1。

2改造方案

按照業主(zhu)的(de)(de)要求最(zui)大(da)限度(du)降低對(dui)城(cheng)市(shi)規(gui)(gui)劃的(de)(de)影(ying)響，最(zui)大(da)限度(du)利(li)用(yong)閑置(zhi)土(tu)地和閑置(zhi)房(fang)屋，減少拆遷工(gong)程量，減少對(dui)環境影(ying)響的(de)(de)原(yuan)則(ze)進(jin)行(xing)改造(zao)。根(gen)據實(shi)際(ji)調查及建設(she)單位實(shi)際(ji)需(xu)求進(jin)行(xing)綜(zong)合(he)分析和研(yan)究，利(li)用(yong)既(ji)有(you)加冰(bing)所(suo)制(zhi)冰(bing)車(che)間拆除南(nan)側低矮部分改造(zao)為(wei)實(shi)訓教室、圖(tu)片展覽室、實(shi)物展示廳、工(gong)具室。該既(ji)有(you)建筑(zhu)由(you)于(yu)采用(yong)鹽水制(zhi)冰(bing)工(gong)藝，對(dui)結(jie)構(gou)腐蝕較大(da)，又閑置(zhi)多(duo)年，拆除設(she)備后(hou)未做(zuo)必(bi)要的(de)(de)維護，且大(da)部分柱(zhu)子，部分梁、板(ban)出現(xian)(xian)順(shun)筋(jin)裂(lie)縫及鋼(gang)筋(jin)暴露、嚴重銹蝕現(xian)(xian)象。根(gen)據規(gui)(gui)范規(gui)(gui)定對(dui)既(ji)有(you)結(jie)構(gou)進(jin)行(xing)改建、擴(kuo)建或加固(gu)修復時(shi)，需(xu)重新設(she)計，既(ji)有(you)結(jie)構(gou)設(she)計前，應根(gen)據現(xian)(xian)行(xing)國家規(gui)(gui)范進(jin)行(xing)檢測[1]。