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Part 1: Model of Practice Plan for Electrical Discipline
Key words: electrical engineering and its automation; Industry university research cooperation; Excellent engineer plan; Talent training mode
0 Introduction
As an important node of "power transmission from west to east", "power transmission from Guizhou to Guangdong" and the "gas station" of the economic development of the Pan Pearl River Delta region, Guizhou Province has added about 6000 new employees in the power industry from 2012 to 2015, with an average annual graduate of about 300 in recent years. According to the statistical report of Guizhou Province, there is an annual shortage of about 500 power talents (with intermediate or above professional titles or bachelor's degrees). Therefore, electrical engineering talents are in great demand in Guizhou Province, and the demand for graduates of this major has been ranked in the top ten for many years. However, with the rapid development of modern industrial technology, the demand of electric power enterprises is more concentrated on composite talents with engineering project experience, and the demand for basic talents will gradually become saturated. Therefore, it is urgent to establish a special training mode of electrical engineering talents suitable for newly established undergraduate colleges.
1. Proposal of characteristic training mode for electrical engineering talents
In 2010, the Ministry of Education and other departments launched the "Outstanding Engineer Plan", which aims to train a large number of outstanding engineers with strong innovation ability and adapt to the needs of economic and social development to respond to the development and change of all walks of life. The "Outstanding Engineer Program" has three characteristics: enterprises and institutions will deeply participate in the process of cultivating students; The university takes into account the standards of undergraduate institutions and industries to cultivate application-oriented professionals; Strengthen the training of students practice And innovation capability. The college can train engineering application-oriented talents, combining industry university research cooperation education and excellent engineers plan To build a talent training mode with characteristics of electrical engineering and automation specialty, strive to build the specialty characteristics of newly-built undergraduate colleges, and improve the competitiveness of the college students in the field of electrical engineering.
2 Limitations of the traditional training mode of electrical engineering talents
2.1 The direction of professional development is not distinctive enough
According to the survey and statistics, five undergraduate schools (Guizhou University, Guizhou Normal University, Zunyi Normal University, Liupanshui Normal University, Guizhou Institute of Technology) in Guizhou Province have opened the major of electrical engineering and automation (or electrical engineering and automation), of which only Guizhou Normal University is the major of electrical engineering and automation, Others are electrical engineering and automation majors. There is only one university in Guizhou Province (Guizhou University) whose major related to electrical engineering is the key (construction) major in Guizhou Province. Some colleges and universities in Guizhou Province focus on strong current, supplemented by weak current, and some combine strong and weak current. Major directions: automation, electromechanical integration, power system, electrical control technology, power supply and distribution, new energy power generation, etc. There are a large number of enterprises and institutions in Guizhou that specialize in electrical control technology, electromechanical integration, power system, etc. The demand for talents is strong, and the threshold is relatively low. In particular, there is a large demand for application-oriented composite talents. However, these directions are traditional electrical engineering and automation, and Guizhou University, Guizhou Normal University, and other universities have them, Compared with other schools, Liupanshui Normal University does not have much competitiveness and characteristics.
2.2 School enterprise joint training system needs to be strengthened
At present, there are few enterprise practice and practice bases cooperating with the college, which leads to the lack of project practice experience and comprehensive professional skills of students, and it is difficult to meet the employment standards of enterprises and institutions. The college can carry out in-depth cooperation with enterprises in many ways, explore joint training mode, accelerate the construction of engineering applied talent training base, and promote the organic and orderly combination of industry, education and research.
2.3 The path of teacher team construction needs innovation
Cultivating application-oriented professionals requires a team of teachers with strong engineering practice ability. However, at present, there is a general shortage of qualified teachers, most of whom are directly introduced after doctoral or master's degree, lacking engineering practice experience. An effective incentive mechanism can be established to transform the emphasis on the introduction of academic leading talents into technical leading talents; From advocating the head teacher in the discipline to advocating the head teacher in the industry; Encourage full-time teachers in the school to study and exchange at the front line of relevant industries and fields, and cultivate a batch of "double qualified" teachers; Experts and engineers with rich teaching and practical abilities are employed as part-time teachers.
3. Exploration and Construction of Characteristic Electrical Engineering Talents Training Mode
3.1 Characteristic direction and system structure of characteristic talents training mode of electrical engineering and automation specialty
The scope of employment in the direction of electrical automation is wide, which is mainly concentrated in power plants, software development, product design and other fields. However, the electrical engineering and automation majors in Guizhou universities generally do not set this direction, only Guizhou Normal University has it, and Guizhou has a great demand for talents in the direction of automation. The direction of power supply and distribution is one of the key development majors of industrialization in Guizhou Province. In 2015, the total installed capacity of electricity in Guizhou Province exceeded 45 million kW, and the newly installed capacity was 17 million kW, including 5 million kW for hydropower and 2 million kW for wind power. In addition, clean energy power generation is developing rapidly (data source: QFF No. 16 document), and there is a strong demand for talents in this specialty. At present, there are not many schools in Guizhou that have set up the direction of power supply and distribution. Guizhou University has a smart grid innovation team, and Liupanshui Normal University has a laboratory of electrical engineering (power supply and distribution direction) jointly built by the central financial support and the college. Therefore, the characteristic direction of characteristic talent training mode can be defined as the new energy technology field such as power supply and distribution or the direction of electrical automation. Considering the diversification of industry university research cooperation education mode, the system structure of "3+1" (where "1"="0.25+0.25+0.5+0.5") talent training mode can be adopted, and the principle of industry university cooperation and joint selection of schools, enterprises and students should be followed. This is the mode adopted by Liupanshui Normal University and Foxconn Yantai Industrial Park. One year of the enterprise is divided into three stages. The first 0.25 years are related skills training in basic positions of the enterprise; The second 0.25 years is to master certain engineering technology and complete graduation practice; In the last 0.5 years, the graduation design will be carried out, and the enterprise engineer and the school instructor will jointly guide students to complete the graduation design task. In the rest of the time, students complete the theoretical knowledge of relevant courses in school, and complete the practical links such as curriculum experiment, curriculum design and professional comprehensive experiment, which is mainly aimed at enabling students to have certain engineering and technical ability on the basis of mastering certain theoretical and technical knowledge.
3.2 Optimize the curriculum system
According to the excellent engineer plan and the training requirements for application-oriented talents, modern science and technology presents a trend of scientific integration and technology integration, requiring the penetration of various branches and disciplines and the intersection of multi-level disciplines. The knowledge system of students majoring in electrical engineering and automation needs to be reconstructed. They must master the basic theory and skills of the major and have certain practical ability.
3.3 Practice link reform
The excellent engineer plan requires students to enter the industry as soon as possible. In addition to directly entering the enterprise, the curriculum of the school, especially the practice link, should also be reformed. According to the actual survey of the industry university research cooperation enterprise, combined with the actual situation of the students of this specialty, the modular practical teaching system design idea is adopted to build a practical teaching system that "focuses on the cultivation of students' innovative awareness and innovative ability". Graduation design practice is the fourth year when students enter the enterprise. The school and enterprise jointly determine the learning content and goals, so that students can really enter the engineering field as soon as possible after graduation. Such course system construction optimizes the practical teaching content, and through the setting of relevant courses and the fourth year's graduation design, the content of the excellent engineer plan has been practiced, which is also conducive to students' obtaining the electrical engineer certificate after graduation, and improving employment and subsequent professional competitiveness.
4 Conclusion
In combination with the actual situation, explore the talent training mode suitable for new application-oriented undergraduate colleges. Through the construction of characteristic talent training mode, the optimization of curriculum and the reform of practice links, the competitiveness of students' employment and subsequent majors will be improved, and the process of excellent engineer plan will be accelerated.
reference
Part 2: Model of Practice Plan for Electrical Discipline
Abstract: This paper first discusses the idea of constructing the teaching and research curriculum system of electrical information specialty in ethnic universities, then introduces the teaching and research curriculum system of Guangxi University for Nationalities by comparing the teaching plans of 2004 and 2005 for electrical information specialty in Guangxi University for Nationalities, and finally analyzes the problems existing in the implementation of research teaching in Guangxi University for Nationalities.
Key words: colleges for nationalities; Electrical information; Research type; Practical; Curriculum system
The Construction of the Curricula System of Teaching-and-Research-Style Course of the Electric Information Major of Universities for Nationalities
Abstract: The paper discusses the idea of constructing the curricula system of teaching-and-research-style course of the Electric Information Major of institutes of nationalities, and introduces the curricula system of teaching-and-research course in university by comparing the teaching plan for Grades 2004 with Grade2005 of electric information major in Guangxi University for Nationalities, finally, the author analyses the problems existing in the teaching- and-research course in Guangxi University for Nationalities.
Keywords: Institutes of nationalities; Electric information; Research-style; Practical- teaching; Curricula system
1 Introduction
In order to meet the requirements of the new situation for college students, Guangxi University for Nationalities has carried out continuous exploration and practice in broadening the professional scope, revising the teaching plan and implementing the credit system management. Over the years, the graduates of the school have mainly gone to the first line of grass-roots units in ethnic areas. The basic education in ethnic areas is weak, which objectively requires graduates to develop in an all-round way. They not only have a solid professional theoretical foundation, but also have strong practical ability and innovation ability and other comprehensive qualities. As an important part of higher education in China, ethnic colleges and universities shoulder the responsibility of cultivating and bringing up a large number of high-quality talents with innovative spirit and ability for ethnic minorities and ethnic regions. The fundamental task of ethnic colleges and universities is to cultivate high-quality professionals who meet the needs of economic and social development in ethnic regions and vigorously improve the overall quality of all ethnic groups. Most of the students in colleges and universities in ethnic minority areas come from ethnic minority areas where the basic education level is relatively low. There is a clear gap between the overall quality of students and colleges and universities in developed areas, as well as between individuals. In order to have its own characteristics, the university should, according to the actual situation of colleges and universities in ethnic minority areas and the characteristics of the source of students, solidly cultivate and bring up useful talents at all levels needed for the construction of ethnic minority areas. With the continuous improvement of economic and cultural level in ethnic areas, ethnic areas are also in urgent need of talents with solid theoretical basis, strong practical ability, high scientific research and academic level and strong innovation ability. Building a good curriculum system is the guarantee of successful talent training. Therefore, it is of great significance to build a teaching and research curriculum system that meets the needs of talents in ethnic areas.
2. Thoughts on the Construction of Teaching and Research oriented Curriculum System of Electrical Information Specialty in Ethnic Universities
Guangxi University for Nationalities is one of the five universities in Guangxi that the government of Guangxi Zhuang Autonomous Region focuses on building. In Guangxi, it is a relatively long established and large-scale comprehensive university integrating graduate and undergraduate students. In 2006, the Ministry of Education approved the change of the name of Guangxi University for Nationalities to Guangxi University for Nationalities. Therefore, after the change of the name, the school's philosophy is also updated accordingly, School running quality, school running level and other aspects need to reach a higher level. Therefore, as a comprehensive university, it should not only do a good job in teaching quality, but also pay attention to scientific research, so as to continuously improve the teaching, academic and scientific research level of the school. To train and bring up qualified talents, we must have a scientific and reasonable teaching system of professional courses. The curriculum system should not only fully implement the Party's education policy, follow the basic laws of higher education, reflect the spirit of the times and the new achievements of modern education concepts, teaching methods, teaching content and teaching reform, but also reflect the school's orientation, learning ideas and characteristics, including the opening characteristics of curriculum and teaching mode, Adhere to the principle of coordinated development and comprehensive cultivation of knowledge, ability and quality, and cultivate compound talents with both ability and morality, both liberal arts and science, rich in pioneering and innovation, and meeting the needs of economic construction and social development in ethnic areas. According to the school running goal of the university, the Office of Academic Affairs of the university clearly requires in the "Basic Opinions on the Formulation of the 2005 Undergraduate Teaching Plan" that we should adhere to the policy of "broadening the foundation, improving the platform, integrating the series, and promoting three-dimensional", and strengthen the basic theoretical teaching, practical teaching and research teaching of public courses, general education and general elective courses, and professional courses, Strengthen the systematicness and openness of teaching content, and build an open curriculum structure system and teaching content of basic theoretical courses, practical courses and research courses, so as to achieve a new level of teaching quality, academic and scientific research. That is to say, it is clearly required to build a teaching and research based practical curriculum system to meet the requirements of the society for talents under the new situation.
3 Practice of constructing the teaching and research curriculum system of electrical information specialty in ethnic universities
In order to meet the new requirements for the quality and specification of talent training in the context of the popularization of higher education, and in order to coordinate with the new positioning of the talent training goal after Guangxi University for Nationalities was renamed Guangxi University for Nationalities, according to the policy of "broadening the foundation, improving the platform, integrating the series, and promoting three-dimensional" proposed by the university. In the first half of 2005, the School of Physics and Electronic Engineering of Guangxi Minzu University comprehensively formulated the teaching plan for the Grade 2005 electrical information specialty. In the first half of 2006, based on the formulation of the teaching plan for the Grade 2005 electrical information specialty, the teaching plan for the Grade 2006 electrical information specialty was formulated. Compared with Grade 2004, the guiding ideology of teaching plan formulation for Grade 2005 of this major has changed considerably.
3.1 Broaden the foundation. For the existing three majors of Guangxi University for Nationalities, namely, communication engineering, electronic information engineering and automation, in the first two years after enrollment, the teaching plan is formulated as a major training teaching plan for electrical majors, and a major basic course platform is constructed. In terms of curriculum, the courses offered by the three majors in the first two years are exactly the same, so that the courses of different majors under the same discipline can be fully connected, thus further broadening the students' disciplinary and professional foundation. According to the requirements for enrollment of different major categories, a broad caliber talent training plan is formulated according to the major categories, and a platform for basic courses of major categories is constructed. In the later two years of training, different teaching plans were formulated for different majors, The specialized elective courses of each specialty are also divided into several sub modules (electronic information engineering specialty is divided into electronic engineering direction sub module and information processing direction sub module, communication engineering specialty is also divided into communication engineering sub module and computer communication sub module, and automation specialty is divided into computer control direction and electrical automation direction, etc.).
3.2 Improve the platform. After the major training, a series of reforms have been carried out on the curriculum system, which has reduced the required class hours, reduced the students' classroom burden and mental pressure, and is conducive to giving play to the students' subjective thinking and creativity, so that students have more choice space and change "passive" into "active". In the course setting, the contents of basic courses (including public courses and subject basic courses) and professional compulsory courses that are repeated with the middle school courses are deleted. In addition, the contents of various courses are carefully reviewed, and the repeated contents of different courses are assigned to a certain course. The repeated contents of other courses are deleted, so as to avoid the phenomenon of repeated contents of different courses. In order to meet the requirements of the rapid development of science and technology and the continuous updating of knowledge, cutting-edge and comprehensive courses are added to impart high platform knowledge and the latest knowledge to students. In the process of teaching, teachers and experts with high academic attainments inside and outside the school are also invited to give professional lectures or academic reports to students irregularly.
3.3 Integration Series. In order to meet the needs of the development of the credit system and the broadening of the foundation, through the integration of related courses, different professional courses under the same discipline can be connected with each other, and the courses originally set up separately for a certain specialty can be integrated into courses that can be selected by other disciplines and majors. The elective courses are available to all students of the university. Through the integration of a series of courses, a vertically and horizontally connected knowledge structure system is formed, which overcomes the contradiction of the relative shortage of teachers in Guangxi University for Nationalities to a certain extent, and realizes resource sharing.
3.4 Three platform courses of theory course, practice course and research course are promoted. Adhere to the principle of coordinated development of knowledge, ability and quality. While imparting knowledge to students, we must highlight the cultivation of students' practical ability and innovative spirit. The new curriculum structure after integration is mainly composed of three major parts: public courses, general education and general elective courses, and subject specialized courses. In the three major courses, ensure the three-dimensional advancement of basic platform courses, practical platform courses and research platform courses. The main courses are divided into theoretical teaching, practical teaching (including experiment and computer) and research teaching.
The following is a comparative analysis of various courses and their proportion in class hours in the 2004 level teaching plan (before the reform of the curriculum system) and the 2005 level teaching plan (after the reform of the curriculum system, similar to the 2006 level). S/N Course hours as a percentage of total hours (%)
Grade 2004 Grade 2005/2006 Grade 2004 Grade 2005/2006 General Education, General Elective Courses 180 160 6.50 5.50
3 Subject basic courses 382 376 13.79 13.00 5 Restricted elective courses 277 277 10.00 9.60 Total 2771 2890 100.00 100.00
Table 2 In class Hours Allocation for Undergraduate Courses of 2004 and 2005 (2006) Electrical Information Specialty
No. Course type Class hours Allocation of hours in each teaching link
Grade 2004 Grade 2005/2006 Grade 2004 Grade 2005/2006
theory
Class hour practice
Class hour research
Class hour theory
Class hour practice
Class hour research
Class hours 2 Subject basic courses 382 376 370 12 0 317 20 39 4 Specialized restricted courses 277 277 244 33 0 211 36 30, accounting for 100% of the total class hours 88.28% 11.72% 0 70.40% 19.80% 9.80%
Note: General Elective Courses and Professional Elective Courses are optional and cannot be counted, so they are not listed in the table.
Table 2 shows the distribution of in class class hours of various undergraduate courses of electrical information specialty in 2004 and 2005 (2006). From the table, there are several obvious changes: (2) In 2004's courses, theoretical class hours account for 88.28% of the total class hours, practical class hours account for 11.72% of the total class hours, and in 2005's courses, theoretical class hours account for 70.40% of the total class hours, The practice class hours account for 19.80% of the total class hours, and the research class hours account for 9.80% of the total class hours. It can be seen that in 2005, compared with 2004, the proportion of theoretical class hours has decreased, and the proportion of practical class hours has increased significantly. At the same time, research class hours have also been added, which shows that Guangxi University for Nationalities has a newer and higher goal in training talents, which fully meets the talent training requirements of Guangxi University for Nationalities after it was renamed Guangxi University for Nationalities. The teaching plan of Grade 2005 electrical information specialty has been implemented for more than a year, which initially reveals the advantages of the new teaching plan. In particular, in practice, the overall feeling is that the level of the Grade 2005 students has significantly improved compared with the previous students in the same period. In addition, more students are actively involved in extracurricular practical activities and teachers' research projects.
Table 3 Comparison of Practice Teaching Link Structure between Grade 2004 and Grade 2005 (Grade 2006) of Electrical Information Specialty
S/N Course name Course setting corresponding to the level Course hours Semester
Grade 2004 Grade 2005/Grade 2006
There are three weeks for national defense education and military training1
2 Metalworking practice no 3 weeks2
3 Comprehensive Course Design I has 3 weeks4
4 Comprehensive Course Design II has 3 weeks
5 Comprehensive Course Design III has 3 weeks 6
6 Electronic advanced skills training None 3 weeks 4, 5, 6
7 Graduation design (thesis) has 11 weeks 8
8 Graduation internship lasts for 6 weeks 8
9 There are 4 weeks for public welfare labor 1-8
(3) Table 3 shows the comparison of the structure of practical teaching links between 2004 and 2005 (2006) for electrical information majors. It can be seen from Table 3 that on the basis of retaining the original practical teaching links of 2004, 2005 (2006) has added two professional practical teaching courses, including metalworking practice and advanced electronic skills training. In this way, from the perspective of teaching schedule, Basically, each semester has three weeks dedicated to professional practice teaching, thus greatly enhancing the practice teaching link.
In addition, computer related courses are offered from the first semester to the seventh semester to realize continuous computer education. Public English courses are offered from the first semester to the fourth semester, professional English courses are offered in the fifth semester, and bilingual teaching of some professional courses is also carried out in the subsequent semesters.
In order to encourage students to consciously participate in practice and scientific research activities, the school has also established a reward mechanism for students to win in various competitions inside and outside the school.
Some Thoughts on the Practice of Constructing the Teaching and Research oriented Curriculum System of Electrical Information Specialty in Ethnic Universities
The implementation of "research-oriented teaching" has promoted the improvement of teaching quality, practical ability and academic research level in ethnic colleges. However, we are also soberly aware that the implementation of "research-oriented teaching" will encounter various difficulties, which need us to overcome and improve in practice. For example, due to the lack of resources and equipment, the teaching and scientific research quality of individuals in the teaching team is uneven and other conditions. The 2005 level teaching plan has been implemented for more than a year, and the 2006 level teaching plan is also on trial. As a whole, it is initially seen that the 2005 level teaching plan has a good effect on talent cultivation, but BIJING is an attempt, and also exposed some problems. Here are some questions.
(1) The division of class hours within the curriculum. In terms of class hour distribution within the curriculum, some courses have always been purely theoretical teaching without relevant practical teaching, such as linear algebra in the basic course of the discipline, which has always been purely theoretical teaching without corresponding practical teaching. On the other hand, some courses have always been offered separately by theoretical courses and experimental courses, such as digital circuits. Although theory and experiment are closely related, this course is very important for electrical information majors. Therefore, theoretical courses and experimental courses have always been divided into two independent courses, and their scores have been recorded separately, The original practice was retained when the teaching plan was formulated.
(2) The development of practical teaching. The number of verification experiments has been reduced as far as possible, and the number of comprehensive and design experiments that are enlightening, interesting, practical, representative and can reflect the latest scientific and technological achievements has been increased. Students are encouraged to carry out innovative experimental research, put forward different requirements for students at different levels, and teach according to the materials. The goal is to comprehensively improve the students' ability of experiment and innovation, reflect the essential needs of experimental teaching for personnel training, constantly deepen the reform of experimental teaching, constantly maintain the advancement and vitality of experimental teaching, and cultivate students' practical and innovative abilities in a diversified way.
(3) The development of research courses. What is a research course? How to carry out research teaching in the teaching of ordinary undergraduate courses (especially those in ethnic universities)? Obviously, research courses cannot be required by a unified model, but how to implement it is research? In actual teaching, due to the uneven professional level, professional quality and scientific research academic level of teachers, how to carry out research-based teaching? We still need to explore together.
(4) General knowledge and general course selection. For Guangxi University for Nationalities, the number of general education and general education courses offered by the university for the whole school is relatively small, and the scope involved is also narrow. Especially for science and engineering students, the existing general education and general education courses obviously cannot meet the students' choice, which affects the training goal of engineering talents to a certain extent.
(5) Improve platform issues. The new curriculum system not only pays attention to the cultivation of innovative ability and practical ability, but also pays attention to the improvement of theoretical basis. In order to strengthen the practice and research courses, the teaching plan regards the content of the intensive training that used to be conducted only for a small number of students who participated in the National Undergraduate Electronic Contest as a formal elective course, so that more students can be trained with better practical ability. Guangxi University for Nationalities is an ordinary university for nationalities. In order to cultivate talents at a higher level, the university has always attached importance to the postgraduate entrance examination for undergraduates. For this reason, in the elective courses, a number of comprehensive elective courses related to postgraduate entrance examination have been set up in a targeted way to provide students with selective courses and actively create conditions for cultivating high-level talents.
5 Conclusion
To ensure the smooth implementation of the research-based teaching plan, we must not only have well-known teaching conditions, but also have a team of teachers with a high sense of responsibility, dedication, high theoretical level, strong practical ability and rich experience in teaching and research. For a long time, many universities at home and abroad have carried out research-oriented teaching, and how to carry out research-oriented teaching in ethnic universities in China is worthy of joint exploration by peers. It should be pointed out that the development of research-oriented teaching should not be limited to classroom teaching, but should be fully open in terms of time, content, form, scope, etc., so as to achieve the goal of cultivating high-quality talents in ethnic universities.
[2] Academic Affairs Office of Guangxi University for Nationalities. Basic Opinions of Guangxi University for Nationalities on Formulating the Undergraduate Teaching Plan of 2006 [Z]. April 2006
Part 3: Model of Practice Plan for Electrical Discipline
Key words: innovative ability cultivation, curriculum reform and practice
The Tenth Report of the Communist Party of China pointed out: "comprehensively implement quality education, deepen comprehensive reform in the field of education, focus on improving the quality of education, and cultivate students' sense of social responsibility, innovative spirit and practical ability". The "modern education with Chinese characteristics and world level" proposed by comrade is an important part of the "two centenary goals" and the great rejuvenation dream of the Chinese nation. At the 2014 college consultation meeting, Comrade Liu Yandong also proposed: "We should run morality and quality through the whole process of comprehensive reform, innovate the talent training mechanism, and effectively implement the position of talent training center". At present, colleges and universities still have some shortcomings in talent training mode, course teaching content and methods, practice teaching links, etc. How to train innovative talents is a subject that college educators need to focus on and practice. In combination with the 2014 edition of the training plan, the electrical information specialty of our school has made some teaching reform and practice attempts in some courses, and now we are sharing with you for learning.
1、 Main reform contents and implementation
（1） Give full play to the training plan in leading students' innovative ability
In the revision of the 2014 electrical student training plan, curriculum and class hour adjustments were made for the basic courses, core courses, specialized orientation courses, specialized elective courses, and centralized practical teaching links of the three electrical majors. Give full play to the core role of the training plan in leading the cultivation of students' innovative ability.
(1) Revision of Teaching Plan for 2014 Marine Electrical and Electronic Engineering
Among the basic courses of the discipline: First, the course of "Circuit Schematic Diagram and PCB Design" (32 class hours experiment) has been newly added; The second is to change the course of "Principle and Application of Single Chip Microcomputer" (36+20) into two courses of "Principle and Application of Single Chip Microcomputer" (32 class hours theory) and "Experiment of Principle and Application of Single Chip Microcomputer" (32 class hours experiment); The third is to change the course of "Circuit Analysis" (52+16) into two separate courses of theory and experiment.
Among the professional core courses, the course of "Ship Communication and Navigation" was cancelled and changed into a professional elective course.
In professional elective courses: the course of electronic comprehensive design guidance (2 credits, 24+8 class hours, the fifth semester) is canceled, and the experimental course of "electronic technology innovation experiment guidance" (1 credit, 32 class hours, the fifth semester) is added.
In the centralized practice teaching link: First, the "Electronic Technology Curriculum Design" (2 credits, 2 weeks, and the third semester) was canceled, and two more targeted "Analog Electronic Technology Curriculum Design" (1.5 credits, 1.5 weeks, and the fourth semester) and "Digital Electronic Technology Curriculum Design" (1 credit, 1 week, and the fourth semester) courses were added; The second is to change the "MCU course design" (1 credit, 1 week, the fifth semester) into (1.5 credit, 1.5 weeks, the fourth semester); Third, the "Course Design of Ship Electrical Design and Inspection" (1 credit, 1 week, 6th semester) was cancelled, and the "Course Design of Ship Engine Room Measurement and Control System" (1.5 credit, 1.5 week, 6th semester) was added.
(2) Revision of 2014 Teaching Plan for Electrical Engineering and Automation
Among the basic courses of the discipline, firstly, the course of "Introduction to Electrical Engineering" has been cancelled; Second, the "Computer Aided Design" has been cancelled and the "Circuit Schematic Diagram and PCB Design" course (32 class hours experiment) has been added; Third, the course "Principle and Application of Single Chip Microcomputer" (42+16) was changed into two courses: "Principle and Application of Single Chip Microcomputer" (32 class hours theory) and "Principle and Application Experiment of Single Chip Microcomputer" (32 class hours experiment); The fourth is to change the course of "Circuit Analysis" (52+16) into two independent courses of theory and experiment.
Among the professional core courses, the first is to adjust the "principle and application of single-chip microcomputer" to the basic course of the discipline; Second, the course of "Power Supply and Distribution System" (2.5 credits, 36+4 class hours, 7th semester) was cancelled and replaced by the course of "Factory Power Supply" (3 credits, 40+8, 7th semester); The third is to adjust the credits of "detection and transformation technology" (2 credits, 26+6 class hours, the fourth semester) to (2.5 credits, 28+12 class hours, the fourth semester); Fourth, the credits of the course "Principles of Automatic Control" (3.5 credits, 48+8 class hours, the fifth semester) were adjusted to (4 credits, 52+12 class hours, the fifth semester).
Among the specialized courses: First, the course of "Transformer Application Technology" (2 credits, 28+4 class hours, the seventh semester) was canceled; Second, the course of "Ship Power Plant and Auxiliary Machinery" (2 credits, 28+4 class hours, the sixth semester) was cancelled;
Among the professional elective courses: first, six courses have been cancelled, namely: signal and system, literature retrieval, enterprise management, special lectures on electrical engineering, distributed control system, and guidance on integrated electronic design; The second is to add two new courses: "Electronic Technology Innovation Experiment Tutoring" (1 credit, 32 class hours experiment, the fifth semester) and "New Energy Technology" (1 credit, 16 class hours, the fifth semester); Third, the course "AUTOCAD" (2 credits, 16+16 computer skills, the fifth semester) was changed into an experimental course (1 credit, 32 computer skills, the fifth semester).
In the centralized practice teaching link: First, the "professional comprehensive curriculum design" (2 credits, 2 weeks, the seventh semester) has been canceled; Second, two new courses have been added: "Course Design of Measurement and Control Technology" (1 credit, 1 week, the 5th semester) and "Course Design of Electrical Control Technology" (1 credit, 1 week, the 6th semester).
(3) Revision of 2014 Electronic Information Engineering Teaching Plan
Among the basic courses of the discipline: First, the course of "Computer Aided Design" (16+16) was cancelled and changed to the course of "Circuit Schematic Diagram and PCB Design" (32 class hours experiment); Second, the courses of "Principle and Application of Microcontroller" (32 class hours theory) and "Principle and Application Experiment of Microcontroller" (32 class hours experiment) adjusted from the core courses of the specialty are added; The third is to change the course of "Circuit Analysis" (52+16) into two independent courses of theory (56) and experiment (16).
Among professional core courses, the course of "Information Theory and Coding" (24+8) was canceled and the course of "Principle and Application of Microcontroller" (40+16) was adjusted to the basic course of the discipline.
Among the specialized courses: first, in the communication system direction: change the "program-controlled switching" (32) course into the "mobile communication" (22+10) course; Second, in the direction of embedded system: change "ARM processor principle and application" to "embedded system" (22+10), add "computer operating system" (16+16 (hands-on)) and adjust to "electronic comprehensive design guidance" (16+16); "DSP Principle and Application", "Multimedia Technology" and "Electronic Design Automation" are adjusted to professional elective courses; The third is to cancel the design direction of electronic system.
Among the professional elective courses: First, eight courses, "Complex Variable Function and Integral Transformation", "JaVa Language Programming", "Data Structure", "Database Technology and Application", "Linux Software Design", "Computer Interface and Communication", "Automatic Control Principle" and "Television Principle", have been cancelled; Second, three elective courses "DSP Principle and Application", "Multimedia Technology" and "Electronic Design Automation" are adjusted from the professional orientation courses; The third is to add 7 new courses, including "Introduction to Major", "Frontier Information of Discipline", "New Energy Technology", "Modern Control Theory [Bilingual]", "Information Theory and Coding", "Integrated Circuit Design" and "Computer Network Security".
In the centralized practice teaching link: First, the "electronic design direction professional curriculum design" (2 credits, 2 weeks, the seventh semester) was canceled; Second, "Engineering Training C" (1 week, 1 credit) was added, and "Course Design of Analog Electronic Technology" (2 weeks, 2 credits), "Course Design of Digital Electronic Technology" (2 weeks, 2 credits), and "Course Design of Microcontroller Principles and Applications" (4 weeks, 2 credits) were adjusted.
（2） Strengthen the demonstration work of curriculum reform of several key courses, and enhance the key role of courses in the cultivation of electronic ability
(1) Implementation of Teaching Reform of Electronic Integrated Design Tutorial Course
Electronic comprehensive design tutorial course is a course to train students' comprehensive design ability. Since 2009, the college has changed the original "electrical fitting practice" into two courses (electronic assembly) "engineering training" and "electronic comprehensive design guidance" (2 credits, 24+8 class hours, the fifth semester), supplemented by after-school electronic production training. The design and production contents of the electronic comprehensive design tutorial course are newly added every year on the basis of the original, strengthening the novelty and practicality of the design contents. So far, there are more than 50 design and training analog and digital circuit boards in the laboratory. In the 2014 edition of the training plan, the course of "Electronic Comprehensive Design Tutoring" was adjusted to the experimental course of "Electronic Technology Innovation Experimental Tutoring" (experiment 30 class hours).
The training of electronic assembly process requires less knowledge for students. It was arranged in the second semester of freshman year in the original teaching plan of 2010 edition. The focus is to train students in electronic circuit welding technology, so as to lay a foundation for future electronic assembly. The teaching time is one week, which lasts for half a semester. The electronic comprehensive design tutorial course is an introductory course for students to carry out electronic design. In addition to public elective courses and elective courses, the study and cultivation of interest group is also the most effective link, enabling students who have a foundation and interest in electronic design to fully develop and improve their ability. The training of electronic production should be planned and generally divided into four stages:
The first stage: basic ability training for electronic production. It is arranged in the form of interest groups in the second semester after enrollment. The main contents are: welding technology training, understanding of basic components (learn how to use multimeter), map reading, and audio amplification circuit production.
The second stage: introductory training of electronic production. It is arranged in the third semester after enrollment in the form of public elective courses. Mainly learn to draw, make and measure (learn the use of Protel (Altium Designer) software, learn the use of common electronic instruments, analyze the working state of the circuit by using oscillograms, and analyze ability training), including: simple power circuit, motor drive circuit, light control lamp switch circuit, temperature control heater circuit, etc.
The third stage: basic training of electronic design. It is mainly designed with theoretical knowledge and arranged in the fourth semester after enrollment in the form of elective courses. The contents include: audio circuit (including tone circuit, power amplifier circuit), isolation amplifier circuit, charger circuit, etc.
The fourth stage: training for improving the comprehensive ability of electronic design. Mainly for comprehensive design of medium and large scale circuits, arranged in the fifth semester after enrollment, in the form of elective courses. The contents include: the circuit of the answering device, the switching power supply circuit, the digital control power supply circuit, the wireless communication circuit, the phase-locked loop oscillation circuit, the speed detection circuit, and the charger circuit.
(2) Teaching Reform of the Course of Single Chip Microcomputer Principle and Application
As the main means of electronic automatic control, single-chip microcomputer plays an increasingly important role. This course is a provincial high-quality course. The teachers of the course team have carried out a series of teaching practices, compiled new teaching documents, revised electronic teaching plans and courseware every year, published new teaching materials and experimental guides, constantly improved learning resources, implemented electronic examinations, etc., which has played an important role in supporting students' automatic electronic design. In the 2014 version of the teaching plan, the theoretical class hours were changed to 32, and the experiment was changed to an independent course with 32 class hours and 1.5 weeks of curriculum design. All experimental circuit boards of single chip microcomputer are designed and made by teachers in the school. So far, there are more than 30 integrated application design circuit boards of single chip microcomputer in the laboratory.
(3) New Public Elective Course of Electronic Technology Practice
In view of the serious problem of the separation between theoretical teaching and students' practical application ability found in the electronic design competition of college students, the college has set up a public elective course of "electronic technology practice" among sophomores since the second half of 2014. From the initial stage of students' learning electronic technology knowledge, the college has guided students to develop in the direction of technology application, and trained students to integrate theory with practice The ability to condense practical knowledge into theoretical knowledge and expand students' innovative thinking ability. The electronic technology practice course, to a certain extent, breaks the professional and disciplinary boundaries of the course, making knowledge, technology, information and other aspects well integrated. In the case of not completely breaking the existing teaching mode, it adds a supplementary teaching link in the form of teaching experimental classes, and takes the design and production of audio power amplifiers as a foothold, Search for knowledge points, solve technical problems, and cultivate the way of thinking from the application goal. As an innovative exploration of the teaching model, the public elective course of electronic technology practice can change the situation that students are passively learning under the control of teachers to the greatest extent in the teaching process, change the situation that students simply memorize and complete their studies, and instead let students develop the ability to think and search for knowledge from the perspective of solving problems, and improve their subjective initiative and innovation awareness. In the teaching link, the experiment teaching, theory teaching and curriculum design are connected. In terms of teaching effect, we strive to apply what we have learned to meet the requirements of college students' electronic design competition, the requirements of skill examination, and the needs of employers for application-oriented talents.
（3） Compile and revise textbooks and teaching plans, and establish and improve teaching and learning resources for teachers and students
Compile and publish practical guidance textbooks such as Guide to Common Modules and Examples of Electronic Comprehensive Design and Example Collection of Single Chip Design; Carry out certification training for students and revise the Electronic Engineer Certification Training Handout; Compile new teaching documents, electronic teaching plans, courseware, etc., and establish and improve teaching and learning resources for teachers and students.
First, we revised and published the teaching materials with strong practical guidance, such as the Guide to MCU Experiment and Course Design (Proteus Simulation Edition), Common Modules and Examples of Electronic Design, Selected Examples of MCU Design (I), and 51 Series MCU Principles and Applications; Second, based on the original online course, we have built the website of MCU Moke, and compiled a new exercise question bank of about 150 questions; The third is to revise the 2014 teaching syllabus, electronic teaching plans and courseware; The fourth is to design and develop a new experimental circuit board for 2014 and use it in the annual student electronic design competition training.
（4） Strengthen practical ability training and improve students' comprehensive ability
Strengthen practical ability training, increase the number of winners in discipline competitions, increase the number of students and patent certificates, and increase the number of student electronic engineer/board engineer/electrician certificates.
(1) Strengthened the guidance of discipline competitions. One is to organize students' electronic associations and carry out activities at least once a week to strengthen the basic skills training of junior students; The second is to combine with Freescale Smart Car Contest, use various resources to improve students' ability, and enrich students' practical activities; The third is to cultivate and enrich the faculty of instructors. In 2014, the faculty of instructors of the College was expanded to 9 people, and the link of mutual selection between team students and instructors was implemented. The relationship between the instructors and the students participating in the competition was close. In particular, the investment of instructors was increased by clarifying the training plan and training content in the summer; Fourthly, in view of the serious problem of the separation between theoretical teaching and students' practical application ability found in the electronic design competition of college students, the public elective course of electronic technology practice has been set up among the second grade students since the second half of 2014. In terms of teaching effect, we strive to apply what we learn to meet the requirements of the electronic design competition of college students.
(2) Attach importance to guiding students, applying for patents, and cultivating scientific research ability. Through students' curriculum design, graduation design, electronic competition, provincial innovation research projects and other practices, guide students to solidify research achievements in the form of papers or patents. In recent years, the number of electronic design papers, practical patents, provincial college students' scientific and technological innovation (electronic and electrical) projects, and national college students' innovation and entrepreneurship training projects published by students has increased significantly.
(3) Strengthen the certification training of electronic engineers in the school. The training center of the college has passed the acceptance of the municipal vocational skill appraisal conditions, and has established the municipal "vocational skill appraisal institute" and electrician examiners, who can carry out the certification of seven kinds of electronic and electrical certificates, including intermediate and senior electricians, intermediate and senior maintenance electricians, junior electronic design engineers, board level design engineers, and single-chip C language programmers, It provides great convenience for student training evaluation.
(4) Strengthened the requirements of the graduation design. The college plans and arranges the graduation design tasks early to improve the time for the actual completion of the graduation design thesis. Currently, the task is generally arranged at the beginning of the seventh semester. The graduation thesis defense is conducted in two times, which can give students more time to complete high-quality graduation design papers in a longer time. The proportion of the actual completion of the graduation design thesis is more than 90%.
（5） Implement the system of certificate examination and grade examination instead of credit examination
Implement the system of certificate and grade examination instead of credit examination, and include skill certificate, grade examination, competition award, etc. to improve professional ability into teaching credits.
The College has issued a document on the Measures for the Administration of Undergraduate Graduation Design (Thesis) Substitution (for trial implementation), which stipulates that five types of students' academic achievements (certificates, grades, papers, patents, competition awards) or other achievements recognized by the College's Undergraduate Graduation Design (Thesis) Working Group as substitutes for graduation design (thesis) credits can be substituted for graduation design (thesis) credits.
2、 Practical achievements
During the past two years, the students' achievements in electronic engineers, electrician certification, and subject competitions have improved significantly, and 30 students have obtained electronic engineer certificates; 192 persons with electrician certificates; In the electronic design competition for college students, 9 students won the first prize of the province, 18 students won the second prize, and 21 students won the third prize; In the national (provincial) Freescale intelligent car contest and intelligent robot contest, 6 people won the first prize, 2 special prizes, 9 second prizes and 24 third prizes. In two years, students published 10 papers on electronic design and obtained 35 practical patents on electronic design.
3、 Deficiency analysis
First, the reduction of class hours after the reform of the teaching plan has led to the phenomenon of teachers' "grabbing classes", and the increase in the number of courses and the lack of energy input have led to the decline of the practical effect of the teaching reform; Second, the team spirit is not reflected enough in the college's teaching reform projects. Most teachers are still content with the old teaching methods, and their enthusiasm for teaching reform is not high. It is difficult to promote large-scale teaching reform projects.
The improvement of teaching quality requires not only the attention of leaders, but also the participation of all teachers. Teaching reform should be based not only on slogans, but also on teachers' actions. Colleges and universities should take improving the influence of teachers and the competitiveness of students as the basic goal of school development, further reform the talent training model, and provide qualified innovative and entrepreneurial application talents for the society, guided by social needs.
reference:
[1] Tang Shusen, Li Wei Research and Practice on Comprehensive Reform of Basic Courses for Electrical Information Specialty [J] China Electronic Education, 2004, 03:44-46
[2] Zhang Junguo, Liu Xirui, Zhang Jian, Yan Fei, Kan Jiangming Take the electronic design contest as an opportunity to strengthen the cultivation of college students' innovative ability and practical ability [J] China Forestry Education, 2009, S1:93-95
Part 4: Model of Practice Plan for Electrical Discipline
Key words: excellence plan; Talent training model; Reform and Practice
The "Outstanding Engineer Education and Training Plan" (hereinafter referred to as the "Excellence Plan") is intended to thoroughly implement the spirit of the National Medium and Long term Education Reform and Development Plan (2010-2020), establish the concept of all-round development and diversification of talents, actively serve the national strategic requirements, local economic construction and the needs of industry and enterprise development, Higher engineering education reform initiated by the Ministry of Education. During the implementation of the "Excellence Plan", the electrical engineering and automation specialty of Guangdong Institute of Petroleum and Chemical Technology comprehensively reformed and innovated the talent training mode of engineering education, innovatively practiced the new "3+1" talent training mode of enterprises' deep participation in talent training Specific promotion measures have been implemented in school enterprise joint training, and preliminary results have been achieved.
1、 Target Orientation of Talent Cultivation under the "Excellence Plan"
The overall idea for Guangdong Institute of Petroleum and Chemical Technology to implement the excellence plan for electrical engineering and automation majors is to rely on the traditional advantages of the specialty, and to form an excellent class by combining with large petrochemical enterprises along the coast of Guangdong - Maoming Petrochemical, Zhanjiang Dongxing Petrochemical, Guangzhou Petrochemical, etc, We should steadily promote the pilot work, constantly summarize and absorb the latest achievements of education and teaching reform at home and abroad in the implementation, scientifically position the training objectives and service fields of each specialty, carefully formulate the training standards for professional applied engineering and technical talents and the training plans of schools and enterprises, so as to actively meet the needs of social and economic development for applied engineering and technical talents, Through deepening teaching reform and practice, taking practical engineering as the background and engineering technology as the main line, we will explore the training mode and method of outstanding engineer reserve talents in application-oriented local colleges and universities with distinctive characteristics that adapt to South China and the petrochemical industry, and focus on improving students' engineering awareness, engineering quality and ability to adapt to various engineering practice needs. For this reason, the goal of professional implementation of the excellence plan is to face the industry, the world and the future. Take the implementation of the excellence plan as a breakthrough, promote the reform and innovation of engineering education, and comprehensively improve the quality of professional engineering education personnel training.
2、 Formulation of professional talent training program under the "Excellence Plan"
Guided by the national general standards, in accordance with the requirements of the professional standards of the industry, in combination with the characteristics of Guangdong Institute of Petroleum and Chemical Technology, the school running philosophy and talent training orientation, adhere to the engineering education philosophy of "facing the industry, the future and the world", focus on improving the engineering awareness of students Engineering quality and engineering practice ability have formulated school standards for education and training plan of professional outstanding engineers. [1]
Under the guidance of the standards of professional schools, formulate professional talent training programs for enterprises to deeply participate in the "3+1" talent training mode, strengthen students' engineering awareness and practical ability, strengthen professional foreign language ability training and humanistic and artistic knowledge learning, so that students can master basic theories and knowledge such as electrical and control system analysis and design, production management and organizational decision-making, It also has an international vision and the basic ability required for foreign exchange and cooperation, and is competent for production management, development and design, project construction and maintenance in industrial control, electrical engineering, automation instrument and other professional fields.
Guided by the training standards of knowledge, ability and quality schools, we have deeply participated in the "3+1" talent training model framework in enterprises, and built a curriculum system with a three-level advanced modular structure:
Stage I: Complete basic knowledge learning, humanistic quality training and basic ability training in the freshman and sophomore school years, participate in social practice, and arrange a guiding primary project to cultivate basic engineering awareness.
The second stage: in the sophomore year and junior year, according to the direction of students' personality development, complete the core professional course learning and the practical teaching links (including curriculum experiment, curriculum design, skill training, and campus engineering training). The course teaching process drives students to study actively and learn in practice with multi-level and multi-objective projects.
The third stage: In the junior and senior school years, I went into the enterprise classroom to learn on site, completed the enterprise engineering training project, post practice, vocational training, and completed the graduation design with the real engineering project as the topic under the joint guidance of professional instructors and enterprise instructors.
3、 Reform and practice of teaching methods
According to the knowledge, ability and quality that excellent electrical engineers should possess, and in view of the training goal of electrical engineering talents, curriculum teaching reform is carried out around five central points, namely professional foundation, professional skills, engineering practice ability, innovation and entrepreneurship ability, and comprehensive quality. The main contents are as follows:
1. Promote the reform of active, practical and cooperative learning and teaching
In the highly practical "Principles and Applications of Single Chip Microcomputer" (Electrical) course, students are guided to find problems, learn knowledge, analyze and reason, project thinking, innovative thinking and ability by adopting teaching methods and means such as project task driven, group cooperation, discussion, course paper, lecture, opinion statement, etc. Implicit ability training in the process of knowledge learning not only changes the tedium of passive receptive learning, but also helps to cultivate students' team spirit and innovative ability.
Promote the implementation of the teaching method of "small project training in the classroom, actual project research and development outside the classroom", and adopt the organizational form of "centralized teaching, group discussion, project operation, corporate management" to improve the students' ability to organize and coordinate, data and information synthesis, analysis and judgment, expression and debate Teamwork spirit and flexible application and comprehensive ability of professional knowledge.
2. Promote "open" extracurricular innovation practice
With the open laboratory and innovation practice base as the platform, and with the innovation and entrepreneurship fund project and the scientific research project of participating tutors as the carrier, teachers are encouraged to lead students to develop comprehensive, designed and innovative practice projects, meet the needs of students' independent experiments, scientific and technological innovation, graduation designs and various disciplines (majors) competitions, and cultivate students' innovation awareness and innovation ability.
With the 2010 and 2011 excellent pilot classes as the core, we have driven ordinary class students to carry out extracurricular innovation practice projects. Each major (two grades) has applied for more than 20 projects. In order to enable students to truly gain through the completion of the project, each project team has been assigned a mentor, arranged a special site, and equipped with common tools. Since the establishment of the project, students of two grades have been greatly encouraged and inspired, and they have a strong desire to learn spontaneously and participate in extracurricular activities.
3. Promote the industrialization of engineering education
Insist on engineering education returning to the project itself, transfer the teaching links related to engineering education to enterprises, hire enterprise experts to participate in teaching in the classroom, and hire enterprise experts to guide enterprise practice links part-time.
In the talent training program of the Excellence Program, there are three core professional courses arranged as the theoretical part (A) and enterprise course (B) of the school. At present, we have completed the revision of the teaching content and teaching plan of the enterprise course "Control Instruments and Devices" (Electrical), hired senior technicians with high theoretical level and engineering practice experience to undertake the teaching of enterprise courses, and successfully completed the teaching plan of the course.
4. Strengthen the cultivation of foreign language ability
The curriculum system has reformed the foreign language module. College English, which was originally divided into four semesters, is divided into three modules: reading and understanding, foreign language writing, and listening and speaking training, which are taught separately. In addition, a minor course of foreign teachers' oral English is added.
4、 Formulation and implementation of enterprise training program
The enterprise training program includes enterprise learning activities, course teaching and engineering practice.
1. Formulation of enterprise training program
The enterprise training program aims to enable students to develop a hard working style in the construction of engineering projects by participating in the enterprise's engineering project practice, combine the theoretical knowledge learned by the school with engineering practice, and cultivate students' ability to comprehensively use knowledge and analyze and solve problems. By participating in the production, sales, technical support of the enterprise's control system products or the construction, operation, maintenance, basic scheme design and other work of the control system engineering project, learn the practical knowledge of production management, system operation, system maintenance and other practical knowledge of electrical engineering and automation systems, enhance the perceptual knowledge of professional course learning, and improve the students' engineering practice ability, Accumulate engineering practice experience, cultivate students' independent working ability, innovation awareness, teamwork ability, communication and expression ability, initial ability to adapt to society, and cultivate good professional ethics. [2，3]
After several stages of full investigation, discussion with enterprise technicians and discussion with professional teachers, the specialty has developed an enterprise training program for the electrical engineering and automation specialty excellence program in combination with the school running characteristics and specialty characteristics of Guangdong Institute of Petroleum and Chemical Technology, and has constantly revised the program in the implementation process. [4]
During the learning period of the enterprise, professional engineering quality education shall be carried out under the guidance of various engineering projects of the enterprise and the background of enterprise production process and flow, production equipment and control system; At the same time, take enterprise production management, product development, equipment maintenance, etc. as the practice training content, participate in engineering practice and carry out enterprise engineering technology training, and carry out engineering practice and skill training for petroleum processing projects and electrical engineering projects. A total of 43 weeks, including 4 enterprise courses (3 weeks), 5 weeks of enterprise engineering technology training, 16 weeks of practice (including cognition practice and enterprise post practice), 3 weeks of enterprise research and innovation practice, and 14 weeks of graduation design, are set up in the professional enterprise training program.
2. Implementation of enterprise training program
The enterprise training program has been implemented in the electric 2010 excellent pilot class. According to the plan, three links have been completed: cognition practice, an enterprise course and a week of comprehensive technical training. The cognition practice was carried out in a water supply company with a relatively simple production process. Through the explanation of the technical personnel of the enterprise, the students had a clear understanding of the whole production process, the production process and the detection instruments, control instruments, electrical equipment and automation systems used, so that the students understood the professional scope and stimulated their enthusiasm to learn professional knowledge.
The enterprise course "Control Instruments and Devices B" has been jointly discussed and formulated by external enterprise teachers and school teachers half a year before its opening. The main teaching content is the instruments and equipment commonly used in the enterprise production process, focusing on how to correctly control flow, temperature, pressure and correct use Maintenance and installation of instrument equipment and how to correctly select instrument equipment, system joint commissioning, commissioning methods, etc. Guided by the actual engineering examples of enterprises, students can have a deeper understanding and grasp of the material trend in the production process and control system, how to wire the equipment, and the identification of equipment tag number. The opening of enterprise courses enables students to learn a lot of knowledge that is difficult to learn in books and school teaching, which lays a foundation for the learning of subsequent professional courses.
reference:
[1] Lin Jian. Cultivating Outstanding Engineers for the World [J]. Higher Engineering Education Research, 2012, (2)
[2] Li Dongsheng, Li Wenjun, Mao Cheng. Preliminary exploration of the in-depth cooperation model of school enterprise engineering education [J]. Research on Higher Engineering Education, 2011, (3)
Part 5: Model of Practice Plan for Electrical Discipline
Key words: talent training mode; Innovation experimental area; School enterprise cooperation; work-integrated learning
About the author: Wang Tao (1966 -), female, from Jilin City, Jilin Province, associate professor, Department of Automation, Guangdong Institute of Petrochemical Technology; Xiong Jianbin (1979 -), male, from Shaoyang, Hunan, lecturer, Department of Automation, Guangdong Institute of Petroleum and Chemical Technology. (Guangdong Maoming 525000)
Fund project: This paper is the research result of the innovative experimental area of training model for outstanding electrical engineer reserve talents of the undergraduate project "School enterprise interaction, work study integration" of the 2012 undergraduate project of teaching quality and teaching reform engineering of Guangdong Provincial Department of Education.
CLC No.: G642 Document ID No.: A Article No.: 1007-0079 (2014) 03-0024-02
As the main battlefield of the comprehensive reform of the educational model of colleges and universities, the talent training model innovation experimental area is mainly responsible for the research and practice of educational theory innovation, practice innovation, and system innovation. The school cooperates with enterprises to participate in the process of talent cultivation, which is conducive to the cultivation of talent engineering quality. It is a talent cultivation mode actively advocated by the "Excellence Plan". Under the new situation of the rapid development of modern industry and technology and the upgrading and transformation of the national economic construction and development planning industry, a large number of application-oriented and innovative talents with high comprehensive quality are needed, especially the practical ability of talent engineering. The traditional education mode with classroom education as the main body, the students cultivated generally lack the engineering practice ability and innovation ability, which is incompatible with the current social and economic development and the needs of enterprises. It is difficult to meet the needs of social development. Enterprises generally reflect that the social adaptability of students is weak, and the engineering quality is not high.
The major of electrical engineering and automation of Guangdong University of Petroleum and Chemical Technology is the second batch of pilot majors of the "Outstanding Engineer Education and Training Plan" in China. The goal of talent training is to train high-quality applied professionals who meet the needs of enterprises with innovative spirit, and it has applied for the establishment of the talent training model innovation experimental zone project of the Provincial Education Department, The training mode of jointly cultivating engineering applied talents with enterprises was explored.
1、 General idea of talent training mode reform
The specialty of electrical engineering and automation itself has a strong practicality and comprehensiveness. Its professional talent training goal is to train excellent backup electrical engineers. The reform of the talent training mode innovation experimental area has made it clear that the core is "thick foundation, wide specialty, emphasis on quality, strong ability", that is, it requires a solid foundation, broad knowledge, high comprehensive quality Applied engineering talents with strong practical and innovative ability. For this reason, the basic idea of talent training mode reform is determined as follows:
First, according to the connotation characteristics of applied excellent electrical engineers, and guided by engineering awareness education, we should create professional talents with the school-based cultural spirit of Guangdong Institute of Petroleum and Chemical Technology, which is "moral, erudite, pragmatic and innovative".
Second, with engineering quality education as the core, optimize the theoretical teaching and practical teaching system, and integrate the teaching content of professional courses,
The third is to take the reform of teaching methods as a breakthrough, and strengthen students' engineering practice ability and innovation and entrepreneurship ability through the trinity teaching method reform aimed at cultivating knowledge, ability and quality and the "professionalization" training of professional comprehensive ability.
Fourth, strengthen engineering practice training with the construction of experimental platform, training center, innovative practice base and practice base as the guarantee.
Fifth, relying on the cooperation between schools and enterprises to jointly build laboratories and production, education and research bases, we will open up a win-win channel for school enterprise cooperation.
2、 Theoretical understanding of talent training rules in electrical engineering
1. Recognition basis
In 1994, Joel Mosses put forward the theory of "big engineering view", which proposed that engineering education should return to engineering, avoiding the scientization and academic nature of engineering itself and overemphasizing the integrity and systematicness of knowledge, so as to return engineering education based on disciplines to engineering itself, and attach importance to engineering practice and the systematicness and integrity of engineering education.
The CDIO engineering education concept, founded by CDIO International Cooperation Organization since 2000, advocates taking the life cycle from product research and development to product operation as the carrier, so that students can learn engineering in an active, practical and organically linked way.
In 2003, the Ministry of Personnel and the Ministry of Construction issued the Provisional Regulations on the Qualification System for Certified Electrical Engineers and the Implementation Measures for the Qualification Examination for Certified Electrical Engineers, and in 2005, the certification examination for certified electrical engineers was conducted for the first time; In 2006, the Ministry of Education entrusted the Electrical Engineering and Automation Teaching Guidance Sub committee to formulate corresponding electrical engineering specifications to guide the development of electrical engineering in colleges and universities to meet professional certification standards.
On June 23, 2010, the Ministry of Education launched the "Outstanding Engineer Education and Training Plan", which encourages universities and enterprises to jointly cultivate talents. Enterprises will become joint training units from simple employers.
2. Understanding of talent cultivation in professional fields
Around the concept of big project CDIO engineering education, "Outstanding Engineer Education and Training Plan" and other theoretical guidance on the concept of higher engineering education. According to the guidance opinions on the specification of electrical engineering and automation specialty formulated by the Electrical Engineering and Automation Teaching Guidance Subcommittee, the author believes that the cultivation of professional talents in the field of knowledge, ability and quality should focus on the following points:
(1) The professional field of electrical engineering and its automation belongs to the combination of strong and weak electricity, with strong interdisciplinary characteristics. The professional scope mainly includes three parts: basic theory of electrician, electrical equipment manufacturing and application, and power system operation and control.
(2) The major of electrical engineering and automation is a major with strong engineering. To educate students with the concept of large engineering is to establish a systematic and holistic cognitive approach and concept of engineering. For the specialty, integrity and systematicness are reflected in the overall and systematic grasp of electrical automation and information technology, electrical system and electrical automation production process.
(3) Higher engineering education is reflected in the knowledge composition of electrical engineering specialty. It should strengthen the relevance and holistic learning between knowledge, and reflect the unity of breadth and specialty in the knowledge structure. In terms of engineering ability, we should not only emphasize the single practical ability training of engineering units such as technology development and design, system debugging and maintenance, system operation and management, but also emphasize that in the process of system from conception design implementation operation (CDIO), students should learn and acquire engineering ability in an active, practical and inter curriculum way.
(4) The professional requirements are put forward by the "Education and Training Plan for Outstanding Engineers" and professional specification guidance. The specialty should put forward clear school standards for the cultivation of talent knowledge, ability and quality. The trained talents should not only have solid basic professional knowledge, but also have good humanistic quality, including communication and coordination ability, team organization ability, technical leadership ability, innovation and key research ability.
3、 Structure design of talent training mode in experimental area
According to the basic understanding and orientation of the training of electrical professionals, and in accordance with the training standards of knowledge, ability and quality schools, a talent training system of three-level advanced modular structure under the "3+1" school enterprise cooperation talent training model is established, as shown in Figure 1.
The first stage is general education and professional basic education: learning basic knowledge, cultivating basic ability, improving the level of humanistic quality, and developing basic engineering awareness.
The second stage is the stage of personalized professional education: learning in different directions according to personality, teaching in different layers, and cultivating basic practical ability and innovative ability in the school.
The third stage is the enterprise learning and practice stage: go deep into the enterprise, set up engineering training projects, post practice, vocational training and other practical links closely combined with production practice. [4]
4、 Implementation Plan of Engineering Education Teaching Reform in Experimental Area
The design of the training program strives to reflect the systematic nature of engineering education, that is, it should include the all-round training of engineering awareness and thinking, engineering ability and engineering quality.
1. Promote the reform of teaching methods centered on project driven autonomous learning
Promote the reform of project guided teaching methods, set up interactive teaching methods such as group discussion, lecture and summary in the classroom, guide students to find problems, learn knowledge, carry out practical verification after class, further guide students to learn independently by finding problems and exploring solutions, and train team cooperation and innovation ability in the learning process. [2]
In order to promote the in-depth development of the teaching reform of active and practical learning courses, the "point to area" approach is adopted in teaching management. On the basis of the pilot courses, the number of reform pilot courses is further expanded. At least one course is launched per semester for each major, so that the number of courses participating in teaching reform can be increased year by year.
2. Promote the reform of "project-based" practical teaching
Guided by the project of team cooperation, applying theoretical knowledge to practice can effectively cultivate and train students' comprehensive ability. On the basis of the training programs that have been established, we will continue to improve and perfect the depth and breadth of knowledge, ability and quality training within two years, increase the efforts to develop training programs that are closely connected with engineering practice, and focus on strengthening the project type, level, professional layout and connotation construction, so as to meet the requirements of students' project-based training and improve the effectiveness of project-based training.
Carry out the project-based teaching reform of "guiding small projects in class and establishing innovative projects after class", try the management mode of "team cooperation, centralized management, division of labor and cooperation, regular inspection", and cultivate students' ability of organization and coordination, analysis and judgment, expression and analysis, and comprehensive application of professional knowledge. [4]
3. Promote "open" extracurricular innovation practice
Open the laboratory and innovation practice base on campus, carry out the establishment of innovation and entrepreneurship fund projects, guide students to participate in the tutor's scientific research projects and other forms, actively encourage teachers to lead students to develop comprehensive, designed and innovative practical projects, and stimulate students' enthusiasm for independent experiments, scientific and technological innovation, graduation design and various discipline (specialty) competitions, To cultivate students' innovative consciousness and ability. In terms of management, we will further improve the networked laboratory management platform, adopt an appointment based open mechanism, and address the relationship between the needs of innovative practical activities and the effective use of experimental resources. [4]
4. Promote the industrialization of engineering education
Insist on engineering education returning to engineering itself. In the talent training program, optimize and integrate engineering teaching links; In the process of practical teaching, the practical teaching links related to engineering quality education are transferred to enterprises, the teaching contents of professional courses closely related to engineering practice are handed over to enterprise experts, enterprise technical backbones who love education and have certain teaching experience are invited to participate in the classroom teaching, and enterprise technical experts are invited to participate in the guidance of engineering practice teaching links. [1]
5. Deepen the cooperation between schools and enterprises, and open up the win-win cooperation channel between schools and enterprises
Establish a relatively stable student internship and employment base by signing agreements, listing enterprises and other forms. Improve the management system, guidance and training system of internship team leader, work with enterprises to develop internship plans, training systems, etc., and strictly supervise the implementation. Summarize and reform the stage by stage and alternate learning mode of campus learning and enterprise practice, and improve the enterprise practice training program.
According to the principle of mutual benefit, define the responsibilities and interests of the "school enterprise" parties, actively introduce advanced production equipment, products, funds and production lines of enterprises for training and production, and build the school's training center into the production base of enterprises and the school's teaching factory in the form of receiving equipment gifts from enterprises, equipment promotion, product presentation and new technology sites, Improve the scientific and technological level of the training center, and create an enterprise atmosphere and engineering background; Promote the development of productive training, take into account the role of equipment training, production and external training, improve the utilization rate of equipment, and enhance economic benefits. [3]
Actively encourage the cooperation with enterprises to carry out technology research and development as an important part of the combination of production, teaching and research and the transformation of teaching mode, cultivate and introduce scientific research backbone, and encourage teachers to carry out applied technology research, technological innovation and technological breakthrough; At the same time, the research, development and production of the training platform matching the new curriculum are widely carried out to promote the transformation of scientific research into teaching; Encourage teachers to participate in enterprise research and development, and promote the application of achievements in production services and teaching practice while solving practical problems for enterprises. Utilize the advantages of providing enterprises with places, equipment, teacher resources, etc., to establish research and development bases in schools or enterprises, and build incubation bases for new products and new technologies through enterprise school cooperation.
5、 Conclusion
The cooperation mode of school enterprise interaction and win-win cooperation can enable the school to further tap the functional effect of the enterprise innovation and entrepreneurship training base on the existing practice teaching and engineering education platform, which not only provides a strong environmental support for school engineering education, but also can attract many enterprise experts to participate in engineering education, This will certainly provide professional engineering education with a more solid foundation of teachers, more extensive financial support and a broader practice platform. The teaching reform based on active, cooperative and practical learning is conducive to effectively cultivating students' innovative spirit, engineering awareness, engineering quality, practical ability and professional skills in knowledge education and engineering quality education, and has operability and good prospects for development.
reference:
[1] Li Dongsheng, Li Wenjun, Mao Cheng. Preliminary exploration of the in-depth cooperation model of school enterprise engineering education [J]. Research on Higher Engineering Education, 2011, (3): 88-92
[2] Pan Zaiping, Huang Jin. Overall optimization of undergraduate teaching platform and cultivation of innovative talents in electrical engineering [J]. Journal of Electrical and Electronics Teaching, 2010, (2): 20-23
Part 6: Model of Practice Plan for Electrical Discipline
Key words: practical teaching of electrical automation in higher vocational education
CLC No.: G712 Document Identification Code: A
1. Problems in practical teaching system of electrical automation specialty in higher vocational colleges
At present, during the implementation of higher vocational education, the formulation of the teaching scheme of the practical teaching system can not jump out of the traditional mode of disciplinary teaching. Although exploration and reform have been carried out, its "three-stage" trace is still obvious, its "modular" structure is not perfect enough, and it can not reflect the quantitative understanding of the industry or professional needs. The arrangement of theoretical courses and practical courses in higher vocational education is not conducive to students' integrating theory with practice and learning to apply knowledge to master skills. The alternate arrangement of theoretical and practical teaching is unscientific, and the practical teaching unit is too small and fragmented.
Most courses in this major are highly practical, and it is not enough to rely on theory teaching alone. According to the talent training program of this specialty, students need to go through a lot of practical activities to meet the requirements of wide caliber skilled engineering and technical talents.
In the process of constructing the professional training program, we should take into account the characteristics of our students. The students cultivated by the college are students from vocational colleges at the junior college level, which are quite different from students in ordinary colleges. Most students have weak cultural foundation, self-discipline ability, and learning habits, and their practical ability is relatively poor. Most students have high vision but low skill.
2. Thoughts on the construction of practical teaching system
According to the quality requirements of applied engineering talents, the electrical engineering specialty divides the practice teaching system into the following three levels:
(1) Basic skills: including public basic experiments, discipline basic experiments, internships and project internships, and basic skills training.
(2) Comprehensive application ability and preliminary design ability level: including professional experiments, curriculum design, comprehensive experiment week, and comprehensive application and design ability training.
(3) Engineering practice and innovation ability training layer: including graduation design, engineering project training and scientific and technological innovation, product R&D and production, engineering practice ability and innovation ability training.
This three-level practical teaching system has formed from single to comprehensive, making the cultivation of engineering application ability increase progressively.
3. Reform countermeasures for practical teaching system of electrical automation specialty in higher vocational colleges
3.1 Identify professional orientation and clarify training objectives
The key to cultivating professional and technical talents is to find the correct professional orientation and clarify the training objectives. The teaching team should add relevant professional courses to the elective courses for students when making teaching plans. At the same time, when the total teaching hours are reduced, ensure that the practice teaching hours can not be reduced, but should be increased slightly.
3.2 Build a teaching team with strong engineering ability
In order to improve the engineering quality of students and create an engineering environment for talent training, we must first establish a high-level team with strong engineering practice ability. It can be solved by the combination of introduction, training and employment. Hire a group of teachers with the professional title of engineer or above from the factory as practical teaching instructors; For existing teachers with high theoretical level and strong practical ability, it is required that the instructors themselves should take the task with them to constantly improve their own engineering time ability by taking advantage of the opportunities of students' internship in the factory and work study program in the holiday. A high-quality and strong engineering ability teaching staff is the basis for improving students' engineering practice ability, and only in this way can it be possible to improve students' engineering practice ability.
3.3 Increase investment and improve laboratory
The school should increase the investment in the laboratory to ensure the necessary experimental conditions for students. It fully guarantees the teaching needs and enables students to grasp the new technology and new trend of the specialty in time.
4 Implementation of Practice Teaching System Reform of Electrical Automation Specialty in Higher Vocational Colleges
The implementation of the practical teaching system is a systematic project, which requires the cooperation, coordination and reasonable operation of all departments to achieve the teaching objectives and educational goals.
4.1 On campus practical teaching
(1) The first semester is mainly to cultivate students' basic professional ability. (1) It has set up practical teaching tasks for military skill training. Through military skill training, students can receive national defense education during the semester, perform military service obligations, stimulate patriotic enthusiasm, establish revolutionary heroism, enhance national defense awareness and national security awareness, strengthen organizational discipline, and master basic military knowledge and skills, It will lay a solid foundation for cultivating high-quality talents and providing qualified reserve soldiers to the army. (2) The practical teaching task of electronic circuit design is set according to the professional basic courses that must be mastered in this semester, which requires students to use their knowledge to complete the design of DC regulated power supply.
(2) The second semester is mainly to cultivate students' ability to analyze and design commonly used power electronic circuits; The ability of electrical engineering circuit design, installation and commissioning has set up the practical teaching tasks of electrical control circuit design and address book production of the training building. Students are required to use power electronic design to control the safety of electrical work, and use CAD tools to draw their electrical control drawings; Write the address book in C language.
(3) The third semester is mainly to cultivate students' ability of process control and instrument control; Single chip programming and control circuit analysis and design capabilities; Sensor signal acquisition and processing capability; Motor application ability and electronic circuit board drawing ability. Therefore, the practical teaching task of water supply control system design is set up. Students are required to design the circuit of the water supply control system and use the single-chip microcomputer to control.
(4) The fourth semester is mainly to cultivate students' ability of PLC product analysis and design; Application capability of configuration software; Operation and maintenance capacity of power supply and distribution system; Inverter installation, operation and maintenance capability. Design the electrical control system of CNC lathe according to PLC, and install and maintain the electrical frequency conversion; Delphi software is used to complete the development of industrial configuration software for boiler hot water system.
The practical teaching activities of this major are carried out under the supervision of the college. After the completion of the practical teaching activities, the instructor should complete the evaluation and summary of students' achievements, the sorting and archiving of teaching files.
4.2 Off campus practice teaching
(1) Declare the arrangement, time and funds of practice teaching according to the teaching plan of the specialty.
(2) Contact the practice base, arrange a team leader, mobilize students for practice, and conduct safety education.
(3) The team leader shall cooperate with the technical personnel of the practice base to guide the practice work, and the technical personnel of the base shall lead the students to practice in groups.
(4) After the completion of practical teaching activities, the team leader and technical personnel shall jointly complete the assessment of student performance, and the teacher shall complete the completion, sorting out and archiving of teaching files.
Part 7: Model of Practice Plan for Electrical Discipline
[Key words] application-oriented undergraduate; Automation; Practical teaching; Engineering quality
Building Practical Teaching System of Automation Specialty for Application-oriented Colleges
LI Guo-zhu
（School of Physics and Mechatronics Engineering， Xi’an University of Arts and Science， Xi’an Shaanxi 710065， China）
【Abstract】Practice teaching is an efficient way to enhance the practical ability， the engineering competence and the sense of innovation of the students majoring in automation.An effective practical teaching system plays a key part in developing students ability to apply theories to practice in application-oriented colleges. This paper discusses the problems in present practice training methods， and proposes the construction thought of practical teaching system. In view of the engineering practice and innovation ability training about automation specialty students， the practical teaching system is constructed which consists of five practice modules. This supplies the bases for new next automation specialty students training plan and course system establishment.
【Key words】Application-oriented college； Automation specialty； Practice teaching； Engineering competence
0 Preface
With the development of society, senior application-oriented talents have become the leading force in industrial technological innovation, transformation and upgrading. The application-oriented undergraduate education is a professional all-around education aimed at advanced applications, and the training goal is modern engineers. It is the unity of academic education and professional quality education. The training goal of automation specialty is to train advanced engineering application talents facing the production front line. After graduation, they are mainly engaged in the operation, design, maintenance, testing and other technical and management work of electrical equipment. Therefore, they are required to have strong engineering awareness and practical ability. Practice teaching is an indispensable link to improve students' comprehensive quality and practical ability, and is the most effective way to cultivate students' innovative spirit and engineering practice ability. Practice teaching can deepen students' understanding of theoretical knowledge and consolidate their theoretical basis. At the same time, the practical task organically combines brain thinking and hands-on operation, rising from rational knowledge to perceptual knowledge, enhancing students' cognition of theoretical application, and cultivating students' engineering quality. Compared with theoretical teaching, practical teaching is the weakest link in the teaching process. In view of the shortcomings in practical teaching, our college has made a long-term exploration and reform attempt on practical teaching. Combined with the revision of the 14th talent training program, we have constructed a practical teaching system for the automation specialty with the goal of cultivating applied technology-based engineers.
1 Main problems in practical teaching of automation specialty
At present, the main problems in practical teaching of automation specialty include:
1) The subjective understanding of practical teaching is not enough. Practical teaching is a training process in which students apply their theoretical knowledge to practice on the basis of mastering theoretical knowledge to improve their ability to analyze and solve problems. Due to the unclear understanding of the important role of practical teaching and the fact that practical teaching is confined to the verification of theoretical teaching content, the weeks of practical teaching account for a low proportion in the teaching plan, and the number of experimental hours and courses of independent courses is small. The practice teaching emphasizes the experimental results and neglects the practice process. The students trained lack the ability to analyze and solve problems, especially the engineering practice ability.
2) Some experimental equipment can not meet the requirements of engineering application education. At present, most of the experimental equipment is in the form of a complete set of experimental bench or an experimental box with the experimental module as the basic unit. All students need to do is to plug wires, complete the experiment and record the results according to the steps of the experimental instruction. From such equipment, students still learn the symbols of components in books, but do not know what the actual components are, I don't know its internal structure. In addition, some professional laboratories are relatively backward. Some equipment and its applied technology are no longer used in practical projects. Some experiments and designs are still using models and chips that have been eliminated in the market, which will not help students in their future practical work.
3) The effect of practical teaching is not significant. At present, quite a number of experiments are still limited to the verification of principles and the mastery of operating techniques, while the actual training of experimental ideas, experimental design and experimental comprehensive analysis ability is not paid enough attention, and the application of new experimental methods and means is not yet timely. The curriculum design has a single topic, which is out of line with the front-line requirements. Many design standards do not conform to the engineering specifications, and there are similarities. Graduation design generally focuses on software simulation and theoretical analysis, and students' practical application ability cannot be exercised and strengthened. At present, the production practice mostly adopts the pure visiting mode of "visiting and learning, simple explanation by the manufacturer", and cancels the shift work, which is similar to cognitive practice, greatly weakening the effect of production practice.
4) An optimized experimental teaching system focusing on cultivating talents' engineering ability has not been formed. There is no specific goal for the cultivation of students' engineering practical ability, and there is no complete practical teaching plan. The experimental teaching materials are relatively scarce, the experimental arrangement of courses is unclear, the internal connection and interconnection are not paid attention to, the optimization of the overall structure is lacking, and some practice links are disconnected from the theory, which does not conform to the cognitive law of theory practice theory practice practice practice practice, resulting in narrow professional caliber of students, insufficient engineering training, poor hands-on ability and innovation ability, There is no corresponding process monitoring and evaluation mechanism in the whole practice link, and there is a lack of assessment indicators for the effect of practical teaching.
2. Thoughts on the construction of practical teaching system for automation specialty
1) To clarify the status of practical teaching, which is an important part of the university engineering education training plan that is related to and independent of theoretical teaching. The cultivation of practical ability should not be attached to theoretical teaching, but should pay attention to the design of practical teaching system as well as the design of theoretical teaching system.
2) The construction of practical teaching system of automation specialty must focus on the cultivation of engineering ability. Engineering and society are closely linked. Engineering practice should be combined with humanistic and social practice, so that students can learn to behave, do things, and exercise their ability to adapt to society in the process of engineering practice.
3) Follow the principle of integration, connect different levels of practical teaching links inside and outside the classroom into a hierarchical system, ensure the realization of the training objectives of practical teaching, and at the same time avoid repetition of practical teaching content to save time and money. The whole practical teaching system should be like "one line" throughout the talent training, from the simple to the deep, from the outside to the inside, covering the knowledge, ability, quality and other all-round learning and training.
4) In the content of practice, it is necessary to reflect the trend of engineering technology development, and at the same time, it is necessary to focus on comprehensive, design and practical topics. In the form of practice, it is necessary to establish a student-centered teaching mode, develop personality, teach students in accordance with their aptitude, and cultivate students' engineering application ability and innovation ability with the main characteristics of openness, multi style, and student autonomy.
3 Construction of practical teaching system for automation specialty
Automation is a subject with strong interdisciplinary nature, rich content, versatility and practicality. Strengthening practical teaching and highlighting the cultivation of engineering practice ability and innovation ability are both the needs of employers and the needs of the college's own development. According to the training objectives of automation specialty, the training of application-oriented talents needs to build a theoretical teaching system and a practical teaching system that are both interconnected and independent. We adopt the layer by layer backward method, that is, from the demand ability to backward push back the necessary knowledge points. Along the route of enterprise (industry) research - graduate employment analysis - ability analysis table development - curriculum system and teaching link design - training plan drafting - school enterprise joint demonstration, the practical teaching system of automation specialty has been developed and improved. In the training program of the entire automation specialty, practical teaching accounts for 34.27% of the total credits, including 41.5 credits for centralized practice. Increase design, comprehensive experiments and independent experimental courses; Basic courses are strengthened by the combination of experiment and course design. For example, courses such as analog electronic technology, digital electronic technology, automatic control principle, and power supply and distribution technology, in addition to experiments, also have a 1-2 week course design; Engineering training links are added, and electrician training and electrical comprehensive training are added on the basis of the original metalworking practice and electrical fitting practice; Intensified professional comprehensive training, set up control system curriculum design, project-based professional design and graduation design; It strengthens the connection with enterprises, and enables students to have different depth understanding of the actual production process of enterprises in different periods through cognitive practice, production practice and fixed position practice. At the same time, the arrangement of practical teaching plan is systematically optimized and reasonably arranged, so as to achieve continuous training of engineering practical skills throughout the course.
The practical teaching system of automation specialty consists of five parts: humanistic social practice, professional basic practice, engineering technology practice, professional comprehensive practice and innovation and entrepreneurship practice. Its structural framework is shown in Figure 1.
Humanistic social practice consists of military training, public welfare labor, social practice and employment guidance. Military training trains students to love the motherland and observe discipline; Public welfare labor enables students to participate in productive labor and cultivate their labor concept; Social practice enables students to initially experience their professional life, enhance their awareness of entrepreneurship and innovation, and enhance their practical ability.
Professional basic practice consists of in class experiment, independent experiment course, analog electronic technology course design, digital electronic technology course design, automatic control principle course design and power supply and distribution technology course design. Through course experiments, students can achieve the training of basic practical ability. Through the course design of four professional basic courses, students can integrate theory with practice, Timely and effectively apply the content taught in the theory course to practice, and promote the mutual integration and improvement of theory and practice.
Engineering technology practice consists of cognitive practice, electrical practice, metalworking practice, electrical fitting practice, electrical comprehensive practice, and course design of power supply and distribution technology. With engineering training as the core and main line, it is planned and systematized according to the requirements of engineering education. Take the comprehensive electrical training as an example. Before the training, students have acquired the basic theoretical knowledge of electrical control and PLC. Through a specific engineering case, students design electrical schematic diagram, electrical layout and electrical wiring diagram by themselves, then conduct hardware wiring on the training device in engineering like environment, and write PLC programs and monitoring interfaces by themselves. All training is close to engineering practice, It improves students' learning interest and engineering practice ability.
Comprehensive professional practice includes graduation design, post practice, project-based professional design and control system curriculum design. Through various comprehensive design links and on-the-job practice on the actual production line of the enterprise, the theoretical knowledge and practical knowledge of various courses learned are comprehensively applied, playing a role of integrating, and better understanding the concept of system in automation specialty.
Innovation and entrepreneurship practice mainly cultivate students' innovation ability through scientific and technological practice activities in the second classroom. The cultivation of scientific and technological innovation awareness and innovation ability should adhere to the organic unity of in class and out of class. In addition to the practical teaching links specified in the teaching plan, the role of the second classroom should be fully played, and students should be actively organized to participate in various professional competitions, For example, Freescale Smart Car Contest, Challenge Cup Technology Production, Electronic Design Contest, Innovation Project and students' direct participation in teachers' scientific research projects. Through innovation and entrepreneurship practice, students' independent learning ability, practical ability, expression and communication ability and collaborative work ability have been strengthened, and their sense of mission, responsibility, pragmatism and innovation awareness have been cultivated.
4 Conclusion
The cultivation and training of students' engineering application ability in the process of talent cultivation is the focus of current application-oriented undergraduate colleges. Through several years of continuous attempts and exploration, the practical teaching system of automation major in Xi'an University of Arts and Sciences has gradually improved and matured. Through this practical teaching system, students have mastered professional knowledge, exercised their practical ability, and improved their comprehensive quality. In recent years, they have won one national second prize and more than 20 provincial awards in national and provincial college students' smart car competitions and electronic design competitions. And with strong hands-on ability and engineering practice application ability, the employment rate has always remained above 95%. We will continue to deepen the construction of the practical teaching system and the reform of the teaching model, and cultivate high-quality engineering and technology application talents.
[References]
[1] Li Jin, Zhao Wenlai. Exploring the reform of practice teaching combining "campus enterprise campus" [J]. Laboratory Research and Exploration, 2010, 29 (7): 143-145
[2] Zhang Daping, Li Shangping, Lu Anshan, et al. Research on practical teaching system of automation specialty in Beibu Gulf Economic Zone [J]. Journal of Qinzhou University, 2011, 26 (6): 76-79
[3] Wang Xiuyan, Qiao Hui. Construction of practical teaching system for automation specialty [J]. China Electric Power Education, 2008 (12): 133-134
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Part 8: Model of Practice Plan for Electrical Discipline
[Key words] Adjustment and training program of electrical information and electronic information engineering
1 Background
The electrical information category covers many backbone disciplines [1] such as electrical engineering, control science and engineering, information and communication engineering, electronic science and technology, etc. Its professional characteristics are the combination of strong current and weak current, software and hardware, electronic technology and electrical technology, and components and systems [2, 3]. As a key discipline in the teaching reform of the School of Electrical Engineering of our university, the reform idea of the discipline of electrical information is to develop new professional development plans based on the principles of weak current infiltration into strong current, strong and weak current consideration, information technology and other principles for professional fields such as intelligent substation of power system, DC transmission and green energy. For the establishment and development of new majors, the first thing is to position the training objectives of professional talents. It is crucial to clarify the professional positioning and explore the talent training mode and professional development planning from the overall situation of higher education, the development characteristics of the power system industry and talent demand. This paper takes the major adjustment and talent training program reform of the electronic information engineering major of the electrical information discipline as the main line of the subject research, resets the teaching plan of the major, optimizes its curriculum system, so that students can strengthen the basic theory of the major, broaden their knowledge, cultivate innovative awareness, and make them have a strong ability to adapt to the development of the power industry and update knowledge.
2 Analysis of the existing specialty setting and training program of electronic information engineering specialty
2.1 Existing professional settings
The major of electronic information engineering was founded in 2003. It is oriented to the field of electronic information engineering and focuses on cultivating the basic knowledge of electronic technology and information systems related to power system automation. Graduates can systematically master the broad technical basic theoretical knowledge in the field of this major, be familiar with the basic theory and experimental technology of electronic circuits, and use information acquisition, coding With the professional direction of transmission, storage and processing, it has the basic ability to analyze and design electronic equipment, has certain scientific research and practical work ability, and can engage in the research, design, manufacturing, application, development management and teaching of various electronic equipment and information systems.
From the perspective of professional development direction and curriculum setting, the professional curriculum is set with the tools, means and processing methods of signal acquisition, as well as the hardware circuit design and software programming of the whole system as the main line, is guided by the wide caliber talent training mode, and consciously connects with the direction of the electrical system.
2.2 Analysis of existing professional talent training programs
Electronic Information Engineering is a broad specialty in electronics and information engineering, and has strengthened the knowledge in power system automation. It mainly studies the professional knowledge in signal acquisition and processing, electronic equipment and information systems. It has received basic training in electronics and information engineering practice, and has the ability to design, develop Basic ability to apply and integrate electronic equipment and information systems. At present, although considering the need to move closer to the power system, the professional direction has not yet found a specific development direction, and the wide caliber mode is still adopted. By concentrating, collecting, analyzing and evaluating the implementation effect of the existing training program, the problems are summarized as follows: 1) There is a problem in the connection of theoretical courses, and there is no experimental verification of theoretical courses, which makes it difficult for students to understand the course content; 2) The experiment class is not properly arranged, the number of comprehensive design experiments is small, and the students' hands-on ability has not been adequately trained; 3) The application examples of power system in course design are few, the funds are insufficient, and the content is simple, which has not attracted enough attention of students; 4) The research scope of the small project design in the graduation design is too narrow, lacking pertinence and overall consideration, and there are few projects in the application of power system.
3. Establishment of new professional talent training program
3.1 Overall idea of talent training program reform
In order to grasp the opportunities provided by the field of new energy power generation in a timely manner, develop a new training program and curriculum system for the major of electronic information engineering in line with the characteristics of our school's talent training, combine the characteristics of the major and the successful experience of our school's talent training program for electrical professionals, and reasonably determine the professional training objectives Positioning and characteristics. The new training goal requires students to have strong practical ability, innovative consciousness and entrepreneurial spirit, and be able to engage in the research, design, integration, manufacturing, development, technical support and other work of electronic equipment and information systems in the field of electronic information. At the same time, the professional development direction is adjusted to the green energy field, which is the key development direction of China's power system and also conforms to the characteristics and development direction of our school. The formulation and implementation of talent training plans in line with the new professional development direction can not only solve the employment problem of graduates, but also occupy a favorable position in the industry development.
3.2 Construction of new talent training program
In order to build a talent training program that adapts to the development direction of the new specialty, and in view of the problems existing in the existing specialty setting, we will focus on the main courses and practice links, increase or decrease some courses, and determine the tasks and contents of practice links. The specific modifications are as follows: 1) substantially revised the curriculum system; 2) Focusing on the pertinence of the practice link to the professional direction, both the graduation design and the curriculum design take the power system application as the main design content.
In a word, under the mode of the new training program, teaching ideas and curriculum settings mainly focus on training high-quality applied talents in electronic technology, computer science and technology, communication engineering, etc. in the field of electrical engineering.
4 Conclusion
Aiming at the specialty adjustment of the electronic information engineering specialty in the electrical information discipline, this paper puts forward a new talent training program for green energy, which focuses on the combination of theory and practice, and emphasizes the pertinence of specific professional direction. The implementation and promotion of the new talent training program will help our college to clarify the development direction, establish a scientific and reasonable teaching plan and curriculum system, and adapt to the development trend of the domestic power industry in the process of cultivating college students, so as to cultivate high-tech talents with qualified technology and strong professional characteristics in the 21st century.
[References]
[1] Zhao Tianzheng, Li Wei, Duan Xiaoyan, etc Thinking and exploration of practical teaching reform of automation specialty Journal of Electrical and Electronic Education, 2009 (S2): 134-137
Part 9: Model of Practice Plan for Electrical Discipline
Key words: electrical automation practice teaching system in higher vocational education
At present, higher vocational education is facing a favorable development opportunity. Higher vocational talent training needs to further emancipate the mind, deepen teaching reform, and better meet the needs of the future society for talents. The Several Opinions of the Ministry of Education on Improving the Teaching Quality of Higher Vocational Education in an All round Way pointed out that "the focus of talent training mode reform is the practicality, openness and professionalism of the teaching process, and experiment, practical training and practice are three key links." [1] Practice teaching has an irreplaceable role in theoretical teaching because of its intuitive, comprehensive and innovative nature, In line with the needs of talent training objectives, building a scientific and reasonable practical teaching system is the key to achieving the goal of skilled talent training.
1. Current situation of practical teaching of electrical automation technology
Practical teaching mainly includes in class experiment, course practice, teaching practice and graduation practice. The current practical teaching cannot meet the needs of talent training objectives, and the main problems are as follows:
1.1 Course Practice
Course practice includes in class experiment and course practice. The main function of course practice is to cooperate with theoretical teaching, verify and consolidate the theoretical knowledge learned by practical operation. In class experiments for electrical automation technology majors can be divided into two forms: one is to verify classical theories, which are mostly used for professional basic courses; The other is to connect classical circuits, which are mostly used for professional core courses. Due to the poor foundation of students in higher vocational colleges and their weak ability to accept theoretical knowledge, teachers failed to integrate the experimental content of the course into the theoretical teaching system in class. Therefore, in the classroom experiment, some students can only mechanically repeat the operation steps and teach the lesson according to the script. Course practice refers to that after the completion of theoretical teaching, teachers assign certain tasks to students according to the course content. However, due to laboratory conditions, time and funds, the number of topics in course practice is theoretical and limited, which makes students imitate and plagiarize each other.
1.2 Extracurricular Practice
Extracurricular practice includes teaching practice and graduation practice. Extracurricular practice is to let students go to enterprises and actual production, integrate theory with practice, and more deeply understand and master various knowledge and skills learned. The teaching practice is arranged for the second semester of sophomore year. The teacher will lead the team to enter the enterprise, and the students will complete the following study or post practice. However, due to the short schedule of teaching practice, and taking into account the danger of electrical operation and the need for safe production, production enterprises generally do not allow students to carry out replacement operations, and finally teaching practice can only become a visiting practice.
Graduation internship is arranged after all courses are completed. Based on the idea of "professional competence standard" [2], the graduation project is changed into graduation internship. However, due to the lack of effective management restriction mechanism in this practice link, some students stayed at home and did not participate in graduation practice, or for economic reasons, they chose other internships with higher pay but unrelated to their majors, which could not achieve the goal of comprehensive practice.
2. Construction of practical teaching system
2.1 Take practice as the main line and formulate practical teaching plan.
The practical teaching plan is a necessary prerequisite to ensure the quality of practical teaching. For the formulation and revision of teaching plans, our school sends research teams to major universities and enterprises inside and outside the area every year to conduct research and discuss with experts from various universities and personnel technical supervisors of enterprises, and clarify the practical ability that enterprises require students to have. According to the investigation and research, the position group of the electrical automation technology specialty is positioned to be engaged in automation equipment operation, automation system installation, commissioning and maintenance, small automation system integration and automation product and system sales. Therefore, the talent training direction is determined to be automatic production control and maintenance, building automation.
(1) Integrate the curriculum structure of practical teaching
For vocational college students, as long as the theory is sufficient, the application is the main thing. Based on the principle of "must, practical" [3], it is the first thing to delete the courses that are too theoretical and beyond the scope of the original teaching plan. In addition, some courses with similar contents are merged to reduce the redundancy of courses. The combination reduces the theory and increases the proportion of practical application. Step by step, establish four different levels of practical teaching curriculum systems: "basic ability", "vocational and technical ability", "career expansion ability", and "vocational qualification certificate".
(2) Updating practical teaching courses
With the development of society and the progress of science and technology, the teaching unit should also keep up with the development and application of new technologies. According to the post demand and technical development, design and organize the updating of practical teaching content, and add new and widely used technologies such as monitoring configuration software, touch screen, etc., so that students can adapt to society more easily and avoid falling behind due to outdated course content.
(3) Implement professional diversion
The major of electrical automation technology covers a wide range of fields, including industrial electrical automation, distribution automation, building automation, and almost all industries related to electricity. For vocational college students, their school time is short and their school class hours are limited, so they cannot be as comprehensive as undergraduates. In order to make students learn more professionally, we adopt the way of professional separation, which is mainly divided into two directions: automatic production control and maintenance, and building automation.
2.2 Develop practice management mechanism and standardize practice teaching activities.
Practice management mechanism is an important component to ensure the quality of practice teaching. The system construction includes the following aspects:
(1) Establish and improve the rules and regulations of practical teaching, and realize the standardization and institutionalization of practical teaching management. Arrange various practical activities according to the practical teaching plan, establish a complete supervision and restriction mechanism and strengthen the implementation of the teaching plan through the random inspection of teaching supervisors, college leaders, and the director of the teaching and research department, and the feedback of students and teachers.
(2) Improve the organizational structure, clarify the responsibilities and division of labor of laboratory management personnel, laboratory teachers and teachers, and implement the management measures of the laboratory training room.
(3) Reform the assessment method of practice link, increase the proportion of students' practical operation ability in the performance evaluation, not only consider students' attendance, practical reports and theoretical knowledge, but also fully consider students' performance in the practice process.
2.3 Improve teaching methods.
The teaching method is the key to ensure the quality of practical teaching. It takes students as the main body, teachers as the leading role, and explores the teaching method of professional post ability [4].
(1) Attach importance to course practice
The teaching of professional basic experiment aims to cultivate students' ability of professional basic theoretical analysis and basic hands-on ability, and focuses on cultivating students' ability of equipment debugging and operation, system analysis and calculation. Different teaching methods and strategies are used according to the specific situation, such as "integrated teaching", "project teaching", "situational teaching", "virtual simulation teaching" and other teaching methods to organically combine theory with practice and improve students' learning interest. The purpose of curriculum design is to cultivate students' ability of preliminary design, development and innovation, and to enable students to form the concept of projects. Reform the traditional curriculum design mode, reduce the difficulty, broaden the scope, and replace the "centralized training+design report" with physical works, in which outstanding works are commended and rewarded, and participate in the excellent works exhibition of curriculum design. At the same time, award-winning students can participate in extracurricular training to cultivate talents for various competitions.
(2) Reform extracurricular practice
For the short time of teaching practice is not conducive to the practice, the teaching practice will be changed to the summer vacation period, which will increase to 1-2 months. In the teaching practice, teachers led the team to enter the school enterprise cooperative enterprise, where the enterprise provided accommodation and living subsidies. The front-line workers of the enterprise led the work, which was truly career oriented and job oriented, to cultivate the students' spirit of hard work and interpersonal skills. According to the characteristics of higher vocational students' learning, in recent two years, our school has cancelled the traditional graduation design and changed to graduation practice. Students enter production enterprises with tasks or enterprise instructors directly assign tasks, so that students can be familiar with and master the whole production process, technical specifications, equipment operation, maintenance and other related knowledge and skills in practice. Change the former collective management mode of counselors, and professional teachers will track and guide in batches. Teachers will contact enterprises and students regularly to understand and master students' internship situation and guide students to complete internship reports.
3. Implementation of practical teaching system
3.1 Improve the construction of experiment and training room.
The experimental training room is the necessary foundation to ensure the quality of practical teaching. The construction of experiment and training room should focus on the purpose and requirements of practical teaching, exercise students' professional skills, and strive to reflect the real situation of work. In 2015, on the basis of the original seven experimental training rooms, our school further increased investment, invested 3 million yuan to build a new automatic control laboratory, escalator comprehensive training room, etc., and built the "Electrical Training Center" into an open and comprehensive experimental training center.
3.2 Strengthen the construction of teachers.
The teaching staff is an important guarantee to ensure the quality of practical teaching. In order to improve the quality of practical teaching, we need hardware support and software enrichment. As a characteristic construction specialty in Guangxi, the electrical engineering and automation specialty of our school adopts the strategy of common development of undergraduate and higher vocational education, organizes regular training and exchanges with teachers, encourages teachers in school to take advantage of winter and summer vacations to study in enterprises, improves their practical ability, actively converts to double qualified teachers, and at the same time hires talents with high professional titles from enterprises to teach in the headmaster period or short-term.
3.3 Implement the construction of off campus practice base
Off campus practice base is a strong support to ensure the quality of practical teaching. Through off campus teaching practice, students can organically combine what they have learned in class with actual production, and improve their ability and level. For the off campus practice bases newly built in the past two years, efforts should be made to implement the diversified talent training mode of "integration of production and education, school enterprise cooperation, combination of work and learning, and integration of knowledge and practice", and avoid the form of only listing and visiting the off campus practice bases in the past. After our school reached a cooperation agreement with Shenzhen Xinyinda Technology Co., Ltd., the company now sends technical directors and senior engineers to the school to teach practical courses such as SCM and embedded systems, so as to take the company's projects as the teaching content and mobilize students' enthusiasm for learning with rich examples.
3.4 Open laboratory.
As an open laboratory of the university, the electronic innovation experiment base takes students as the main body, realizing the all-round opening of teaching time, content and methods. On this basis, according to the characteristics of students' scientific and technological activities and professional development requirements, laboratory teachers are encouraged to open the laboratory in their spare time for students to make an appointment for learning, which greatly enriched the experimental conditions of students' innovative scientific and technological activities. In the 2015 National Undergraduate Electronic Design Competition, our students won the first prize group and the second prize group. There are 2 groups of first prize, 1 group of second prize and 6 groups of third prize in Guangxi competition area.
4. Conclusion
Through the investigation and analysis of the professional ability of the post, the practical teaching system of the electrical automation technology specialty was constructed. The practical teaching of the electrical specialty was adjusted and optimized, which better promoted the improvement and development of the students' practical ability, adapted to the needs of the professional post, and adapted to the needs of social development.
reference:
[1] Wang Wu, Wang Hongling, Li Ming. Discussion on Practice Teaching Reform and Engineering Ability Improvement of Electrical Specialty [J]. Experimental Science and Technology, 2015 (12): 76-79
[2] Li Chunxiang. Construction of practical teaching system for electrical automation technology [J]. Journal of Guangzhou Maritime University, 2014 (06): 49-51
[3] Wang Xinbing, Wang Xiaozhen. Curriculum System Construction and Practice of Electrical Automation Technology Major in Higher Vocational Education [J]. Information System Engineering, 2015 (11): 141-144
