Teaching methods of electrician training course in secondary vocational schools

Teaching methods of electrician training course in secondary vocational schools

Paper Keywords: electrician training practice teaching skilled talents

Abstract: Electrical training is an important part of practical teaching for students majoring in electromechanical, electrical appliances, numerical control and electronics in secondary vocational schools. Through practical teaching, students can consolidate the relevant theoretical knowledge they have learned and improve their practical ability, thus cultivating students to become skilled talents.

Students in secondary vocational schools have a weak foundation, but they are active in thinking and like to practice. How to improve the practical teaching level according to the characteristics of secondary vocational school students is an important topic for practical teachers. As a lecturer in electrician training, in many years of teaching practice, the author mainly adopts the following effective training and teaching methods.

I. Safety Law

Campus safety includes many aspects, among which teaching safety is an important part of campus safety. Compared with other professional training, due to the particularity of its professional nature, students often need to be in AC 220v/380v high voltage, while the age of students in secondary vocational schools is mostly between 15. -17. They are curious about electricity. Many students have some unexpected dangers due to lack of safety awareness or irregular operation, so the safety problems in the training process are particularly prominent and careless. As a training lecturer, in the first class of training, it is necessary to educate the students on electricity safety. First of all, we should warn students that electricity has created great wealth and improved human life. However, if we do not pay attention to the safe use of electricity in production and life, it will also bring disaster. Electricity is stronger than a tiger? . Secondly, it is necessary to tell students clearly that electrician operation is a special operation, which belongs to high-risk operation and is prone to casualties, which may cause great harm to the safety of the operator himself, others and surrounding facilities. Therefore, teachers and students must attach great importance to the safety in the training process. In the process of safety education for students, the instructor can give lectures through cases, list various cases of electrician's illegal operation, analyze the causes, consequences and lessons of these accident cases, and educate students with various electrician safety warning pictures and slogans. You can also let students watch videos or films about safe use of electricity, explain the importance of safe use of electricity to students, and publicize the common sense of safe production and laws and regulations for students to establish? Safety first, priority? And then what? Everyone is responsible for safety training? Improve students' safety awareness, enhance students' ability of accident prevention and emergency treatment, and ensure safety training.

Second, the intuitive demonstration method

Students have just arrived at the electrician training place, and they are all fresh and curious about everything they come into contact with, and they all want to give it a try. At this point, the instructor should grasp the students' eagerness and adopt the method of intuitive demonstration in teaching, which can get twice the result with half the effort. For example, when teaching the first-aid method of electric shock and the use of various electrical safety tools and appliances, the lecturer should demonstrate while explaining, and strive to skillfully demonstrate each first-aid method and the use of each tool and appliance correctly, completely and standardly, so as to enable students to establish a correct concept of action. In the process of demonstration, the lecturer only needs to demonstrate the simple operation once, and the complex operation can be done two or three times. At the same time, teachers should also pay attention to the students' reactions, and the speed of demonstration actions should be synchronized with the students' thinking speed. After the teacher's demonstration, you can also take the form of imitating and demonstrating by individual students and observing students more, so as to guide students to experience the process personally. When students make mistakes in imitation demonstration, the instructor should correct the mistakes and put forward matters needing attention. In order to improve the effect of demonstration operation, the instructor can also use audio-visual teaching or multimedia courseware teaching.

Third, the project teaching method

The so-called project teaching method, in layman's terms, is the complete implementation of teachers and students through * * *? Project? Work and teaching activities. In teaching activities, teachers hand over the problems to be solved or tasks to be completed to students in the form of projects. Under the guidance of teachers, in the form of individual or group collaboration, students complete the whole project according to the complete procedures of actual work within a specific period of time. Instructors divide all the training contents into several modules in advance, and each module is divided into several training units (that is, projects consisting of basic knowledge and basic operations). Each unit is a training project, and the project arrangement is from easy to difficult, step by step. At the same time, the objectives, assessment standards and assessment methods of each project are formulated in detail, and printed into a book in the form of training task book, which is distributed to students (recovered after the training). At the beginning of each training class, the instructor arranges a training program for the students, briefly explains the theoretical knowledge involved in the training program, and puts forward the objectives and requirements of the training program. Then the trainees select relevant training equipment and equipment according to the training items, and train according to the assessment standards. In the process of training, it should be determined whether the project is completed by students independently or in groups according to the specific characteristics of the project. For relatively simple projects, it is more appropriate for students to complete them independently; For projects involving a wide range of knowledge and great difficulty, they need to be completed in groups, usually 2~4 people as a group. In the process of project implementation, the instructor should also remind students what to do first and then what to do, so as to avoid students with poor acceptance ability being helpless in the face of the project and avoiding students taking unnecessary detours. Students encounter difficulties in completing the project, and teachers should give timely guidance. After the trainees complete the training project, the tutor will strictly evaluate the trainees' project completion according to the corresponding assessment standards. Teachers should praise students who do better. By arranging projects for students, let them understand: what should I do, how to do it, and how to do it better. Students with tasks to practice, autonomy and enthusiasm will be higher, get twice the result with half the effort. At the same time, students learn from each other in the process of completing the training project and cultivate team spirit. With what? Install low-voltage power and lighting hybrid circuit switchboard device? Taking this project as an example, the author has formulated the following project objectives and evaluation criteria:

1. Project objectives: ① Draw electrical schematic diagram, select components, design and connect control circuit; (2) Lighting part: incandescent lamp is controlled by single cable switch and connected by sheath wire; Fluorescent lamp is controlled by double flat-head switch, and equipped with single-phase two-eye socket and conduit connection; ③ The power supply circuit is connected with a three-phase asynchronous motor, and the whole circuit has the functions of leakage and overvoltage protection.

2. Evaluation criteria (see table below):

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Fourthly, heuristic teaching method.

Heuristic teaching method is also called suggestive teaching method, that is, in the teaching process, teachers develop students' potential, activate students' thinking, stimulate students' creativity and make students conduct inquiry learning in interesting situations. In the process of practical training, teachers first ask questions for students to think about, and then let students live out their conclusions. Such as: in? Connection of fluorescent lamp lines? In this training program, teachers can ask such questions:? Students, I would like to ask whether the fluorescent lamp will continue to emit light if the upconverter is removed at this time after it normally emits light. Hearing this, the students will be full of curiosity and answer whether the lights will go out or continue to light up. At this time, the teacher is not busy expressing his position, so let the students take this question and practice while thinking. After the results came out, the teacher revisited this question and explained the working principle of fluorescent lamp circuit to the students, which deepened their impression. In a word, heuristic teaching method can stimulate students' interest and achieve the purpose of imparting knowledge and improving students' comprehensive ability.

Verb (abbreviation of verb) motivational teaching method

Mr. Huang Yanpei, a pioneer in China, once said, what is vocational education? Let the unemployed have jobs and those who have jobs be happy? 、? Make a living for yourself and serve the group? . Vocational school students face employment as soon as they graduate, and the quality of employment and the level of treatment have always been a topic of keen concern to students. In the last semester, students have to undergo rigorous skills intensive training to obtain various skills certificates and increase their winning chips in the competition when they are employed. In the process of practical training, teachers can use various methods to stimulate students' enthusiasm in order to obtain better practical training results. For example, inform students that when they graduate, they should not only obtain the graduation certificate, but also take the intermediate technical grade certificate or special operation certificate of their major. This is very important for them to choose enterprises and get better wages and benefits. Another example is to collect the salary and welfare benefits obtained by outstanding students in our school after joining the work, extract all kinds of talent recruitment information and their requirements and welfare benefits for skilled talents, and disclose them to students intentionally or unintentionally during the communication between teachers and students during recess, so that they feel envious. This kind of motivation makes students form a sense of competition and enhance their sense of crisis, thus turning it into a powerful driving force for learning. In the usual training, they are more disciplined, more diligent in thinking and more diligent in training, which is conducive to improving students' intelligence level and practical effect, encouraging each student's potential ability and establishing a positive and energetic pursuit of life. For example, when the students majoring in mechanical and electrical engineering in our school graduate, in addition to the graduation certificate, many students also obtained the intermediate technical grade certificate of electrician, low-voltage electrician operation certificate and so on, which laid a good foundation for professional skills. Practice has proved that students with one specialty and many abilities all get ideal jobs and treatment after entering the society.

With the continuous progress of science and technology, the teaching methods of professional training should also be improved. How to improve the quality of practical teaching more effectively is an important topic that practical teachers have been facing for a long time, which needs our continuous exploration.

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