任务驱动法在数控加工技术教学中的应用
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摘要
为了提升教学效果,把"任务驱动教学法"引入数控加工技术教学中,老师精心设计课程任务,学生主动进行资料收集、知识学习、方案制定、寻求答案、仿真模拟、实物加工、成果汇报展示等学习任务,最终构建了学生为主体、老师为主导的教学模式。该教学方法大大提升了数控加工技术的学习效果,培养了学生自主学习、主动解决问题的能力。
In order to improve the teaching effect, task-driven teaching method is introduced into NC machining technology.Teachers carefully design curriculum tasks, and students actively carry out learning tasks such as data collection, knowledge learning, design plan setting, seeking help, simulating, physical processing, and results display. Finally, a student-centered and teacher-led teaching model is constructed. The teaching method greatly improves the learning effect of NC machining technology, and cultivates the students' ability to learn independently and solve problems on their own initiative.
In order to improve the teaching effect, task-driven teaching method is introduced into NC machining technology.Teachers carefully design curriculum tasks, and students actively carry out learning tasks such as data collection, knowledge learning, design plan setting, seeking help, simulating, physical processing, and results display. Finally, a student-centered and teacher-led teaching model is constructed. The teaching method greatly improves the learning effect of NC machining technology, and cultivates the students' ability to learn independently and solve problems on their own initiative.
引文
[1]强华,肖定寿.《数控加工技术》课程教学改革与实践[J].西南师范大学学报(自然科学版),2015,41(6).
[2]韩振宇,富宏亚,付云忠,王永章.“数控技术”课程教学改革的探讨与实践[J].中国大学教学,2012(7).
[3]杨怀玉,李冬林.引导式任务驱动法教学研究[J].教育教学论坛,2018(23).
[4]邓敏.虚拟仿真技术在数控教学中的应用[J].广东蚕业,2018,52(8).
[5]刘春玲,闫瑞涛,周忠宝,徐斌.数控加工实训教学改革的探讨[J].农机使用与维修,2018(11).
[2]韩振宇,富宏亚,付云忠,王永章.“数控技术”课程教学改革的探讨与实践[J].中国大学教学,2012(7).
[3]杨怀玉,李冬林.引导式任务驱动法教学研究[J].教育教学论坛,2018(23).
[4]邓敏.虚拟仿真技术在数控教学中的应用[J].广东蚕业,2018,52(8).
[5]刘春玲,闫瑞涛,周忠宝,徐斌.数控加工实训教学改革的探讨[J].农机使用与维修,2018(11).