以“岗位职业能力”为导向的高职实训课程教学实践研究  

Teaching Practice and Exploration of Higher Vocational Training Courses Oriented by“Position Vocational Ability”

作　　者：缸明义[1] 宁平华[1] 童鑫[1] 袁传信[1] GANG Ming-yi;NING Ping-hua;TONG Xin;YUAN Chuan-xin(Department of Electrical Engineering,Ma’anshan Technical College,Ma’anshan Anhui 243031,China)

机构地区：[1]马鞍山职业技术学院电气工程系,安徽马鞍山243031

出　　处：《湖北开放职业学院学报》2022年第2期136-137,共2页Journal of Hubei Open Vocational College

基　　金：安徽省高等学校质量工程示范实验实训中心“工业机器人应用示范实验实训中心”(项目编号:2020sxzx54);安徽省高等学校质量工程线上教学优秀课堂(项目编号:2020xskt497);安徽省高等学校质量工程大规模在线开放课程(MOOC)示范项目“电工高级工职业资格培训”(项目编号:2019mooc405);安徽省高等学校质量工程项目精品开放课程“电子工艺实习”的阶段性成果(项目编号:2017kfk198)。

摘　　要：为了解决传统课堂以单向知识传递为主、实践动手能力弱的问题。深化校企合作,与企业联合开发基于岗位职业能力的项目,选入教学作为典型案例。同时利用现代信息技术,将实训教学全过程音像信息采集,使教师的教学示范操作可重复观摩和学生的实操可复盘。让教师评价、学生互评有凭有据,可追可查;观摩教学录像的过程,有助于生生、师生学习交流,反思改进。In order to solve the problem that the traditional classroom is mainly one-way knowledge transfer and the practical ability is weak.It aims to deepen school-enterprise cooperation,jointly develop projects based on typical tasks with enterprises,and select teaching as teaching cases.At the same time,modern information technology is used to collect audio-visual information in the whole process of training,so that teachers’teaching demonstration operations can be observed repeatedly and students’practical operations can be repeated.Let teachers’evaluations and students’mutual evaluations be well-founded,traceable;the process of observing the teaching videos will help students,teachers and students learn to communicate and reflect on improvement.

关 键 词：岗位职业能力 工业机器人 教学模式 实训教学 

分 类 号：G642[文化科学—高等教育学]