摘要
在《使用加工中心(铣)的零件加工》课程教学设计中,选取企业典型零件作为项目载体,将加工所需职业能力进行细分,并通过去除零件烦琐、重复特征,设计出具有普适性、适用性的教学项目,最后将具有区域特征的零件加工作为综合性项目。依据能力进阶规律和认知规律,将学习单元及其对应的工作任务进行序化,且每个学习单元都设计引导项目、讨论项目和自主项目。同时,开发面向教师的教学指导文件资料和面向学生的学习资源,作为课程与教学的支撑。
In the teaching design of＂parts machining of using processing center （milling）＂course, teachers selects company typical parts as the carrier project, and design the general fitness and suitability of teaching programs by removing parts tedious and repetitive features, and finally taking the parts processing with regional characteristics as the comprehensive project. According to the rules of advanced and cognitive law, teachers should make learning modules and the corresponding working tasks into a sequence, and each learning unit is designed to have guiding project, discussion project and independent project. Meanwhile, the guidance documents for teachers of information and learning resources for students were developed as the support for the curriculum and teaching.
出处
《职业技术教育》
北大核心
2010年第14期32-34,共3页
Vocational and Technical Education
关键词
加工中心
零件加工
教学项目
学习单元
教学资源
教学设计
processing center
parts machining
teaching projects
learning modules
teaching resources
teaching design
