《中国制造2025》视域下自动化生产线实训室建设方略
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摘要
分析当前自动化生产线实训室在技术水平、教学内容、管理模式普遍存在的问题,从实训设备升级改造、实训室规划布局、文化建设三个方面,提出实训室建设方案。开设自动化生产线技术理实一体化课程,贯穿4个学期,设置创新训练任务,实施项目教学,构建多元评价体系。以安全、开放、共享、可持续的理念进行实训室运行管理,探索建立实训室考核评价体系,优质高效地服务于教育教学。
This paper analyses the common problems existing in the technical level,teaching content and management mode of the training room of the automation production line at present.From the three aspects of upgrading the training equipment,planning and layout of the training room and cultural construction,the construction scheme of the training room is put forward.The integrated course of technology,theory and practice of the automatic production line is set up,which runs through four semesters.The innovative training tasks are established,the project teaching is implemented,and a multi-evaluation system is constructed.The operation and management of the training room should be based on the concept of safety,openness,sharing and sustainability.The evaluation system of the training room is explored and established so as to provide the high-quality and efficient service to the education and teaching.
This paper analyses the common problems existing in the technical level,teaching content and management mode of the training room of the automation production line at present.From the three aspects of upgrading the training equipment,planning and layout of the training room and cultural construction,the construction scheme of the training room is put forward.The integrated course of technology,theory and practice of the automatic production line is set up,which runs through four semesters.The innovative training tasks are established,the project teaching is implemented,and a multi-evaluation system is constructed.The operation and management of the training room should be based on the concept of safety,openness,sharing and sustainability.The evaluation system of the training room is explored and established so as to provide the high-quality and efficient service to the education and teaching.
引文
[1]国务院关于印发《中国制造2025》的通知.国发[2015]28号[EB/OL].http://www.gov.cn/zhengce/content/2015-05/19/content_9784.htm.
[2]李拓宇,李飞,陆国栋.面向“中国制造2025”的工程科技人才培养质量提升路径探析[J].高等工程教育研究,2015(6):17-23.
[3]崔岩.中国制造2025背景下的现代职业教育发展战略[J].中国职业技术教育,2016(30):92-93,96.
[4]中国教育科学研究院课题组.完善先进制造业重点领域人才培养体系研究[J].教育研究,2016,37(1):4-16.
[5]陈鹏,薛寒.“中国制造2025”与职业教育人才培养的新使命[J].西南大学学报(社会科学版),2018,44(1):77-83,190.
[6]陈鹏,庞学光.《中国制造2025》与现代职业教育转型发展[J].教育发展研究,2015,35(17):15-20.
[7]胡斌武,陈朝阳,吴杰.“中国制造2025”与现代职业教育发展路径探索[J].山西大学学报(哲学社会科学版),2016,39(3):91-96.
[8]邓小龙,顾晓燕.“互联网+”背景下创新型复合技术技能型人才的培养[J].实验技术与管理,2018,35(2):17-20,29.
[9]邹心遥.创新能力导向的高职理实一体化实训室建设[J].实验室研究与探索,2017,36(4):225-228.
[10]蔡泽寰,肖兆武,蔡保.高职制造类专业人才培养要素优化探析:基于“中国制造2025”视域[J].中国高教研究,2017(2):106-110.
[11]童潇.非思政课专业教师应特别增强授课中的思想政治教育意识[J].红旗文稿,2017(14):24-25.
[12]艾德生,黄开胜,马文川,等.实验室安全管理模式的研究与实践[J].实验技术与管理,2018,35(1):8-12.
[13]程锦,张立峰,王成彦,等.实验教学中心开放与共享平台建设[J].实验技术与管理,2017,34(10):210-214.
[2]李拓宇,李飞,陆国栋.面向“中国制造2025”的工程科技人才培养质量提升路径探析[J].高等工程教育研究,2015(6):17-23.
[3]崔岩.中国制造2025背景下的现代职业教育发展战略[J].中国职业技术教育,2016(30):92-93,96.
[4]中国教育科学研究院课题组.完善先进制造业重点领域人才培养体系研究[J].教育研究,2016,37(1):4-16.
[5]陈鹏,薛寒.“中国制造2025”与职业教育人才培养的新使命[J].西南大学学报(社会科学版),2018,44(1):77-83,190.
[6]陈鹏,庞学光.《中国制造2025》与现代职业教育转型发展[J].教育发展研究,2015,35(17):15-20.
[7]胡斌武,陈朝阳,吴杰.“中国制造2025”与现代职业教育发展路径探索[J].山西大学学报(哲学社会科学版),2016,39(3):91-96.
[8]邓小龙,顾晓燕.“互联网+”背景下创新型复合技术技能型人才的培养[J].实验技术与管理,2018,35(2):17-20,29.
[9]邹心遥.创新能力导向的高职理实一体化实训室建设[J].实验室研究与探索,2017,36(4):225-228.
[10]蔡泽寰,肖兆武,蔡保.高职制造类专业人才培养要素优化探析:基于“中国制造2025”视域[J].中国高教研究,2017(2):106-110.
[11]童潇.非思政课专业教师应特别增强授课中的思想政治教育意识[J].红旗文稿,2017(14):24-25.
[12]艾德生,黄开胜,马文川,等.实验室安全管理模式的研究与实践[J].实验技术与管理,2018,35(1):8-12.
[13]程锦,张立峰,王成彦,等.实验教学中心开放与共享平台建设[J].实验技术与管理,2017,34(10):210-214.