Choosing vocational education is an important way to open the door to success for young people in recent times, and teachers and relevant education departments, who bear the important responsibility of training tens of thousands of high-quality workers and professional and technically competent personnel, must pay attention to the development of vocational education.
Then how can the educators who are responsible for secondary machining technology do to promote the flourishing development of this education business?
Understand the learning habits of secondary school students and build an appropriate curriculum system
Most secondary school students are not interested in the pure theoretical knowledge in books. In their opinion, the hard knowledge in books is too boring and tedious, and the forced teaching of pure theoretical knowledge can only make them resist more strongly to learning. On the contrary, the students of secondary classes may be more willing to learn from practical hands-on, especially those who study machining. If they are allowed to do the knowledge by themselves, they will learn faster than in the old-fashioned classroom and be confident in learning at the same time.
(A) The courses offered are highly unified with the specialties, and the special teaching materials are compiled
Any course of study is inseparable from the tutorials, the preparation of teaching materials is the basis and foundation for teachers and students to learn together, without good teaching materials there is no complete teaching class, appropriate and qualified teaching materials are the basic materials to learn machining technology as a specialty.
If there is no suitable teaching material for this major at this stage, we can prepare teaching materials for machining technology that are suitable for the characteristics of our students with relevance and practicality after thorough discussions among teachers based on the learning situation of our students, teachers and teaching equipment.
It should be noted that in the process of preparation, we cannot simply think that combining theoretical knowledge and practical ability together is a complete teaching material, but we should have a comprehensive understanding of the degree of our students’ understanding of theoretical knowledge and the strength of their practical ability, and then consider the influencing factors of teaching format, content of teaching materials and experimental equipment, etc., and divide the course content into several modules and set the appropriate teaching time. The course content should be divided into several modules and appropriate teaching time should be set.
The textbook should be based on operability, focusing on the hands-on ability and professional skills of students.
(B) Combining theoretical knowledge and practice
The old-style teaching is divided into two main parts, one is the description and detail of theoretical knowledge, and the other is the development of professional skills.
Usually, the teachers of theoretical and practical classes are different in this case, which leads to students sometimes not being able to connect the two well when they use the learned knowledge and hands-on operation.
It takes time for students to adapt to the teacher, not to mention using one teacher’s theoretical teaching to adapt to another’s practical teaching. Therefore, in the teaching of machining technology, teachers should organize and optimize the two aspects of knowledge according to the characteristics and difficulties of the profession, for both theoretical and practical learning contents, highlighting the training of skills students should have, improving students’ ability to operate practically according to their professional training, and preparing them for future career choices.
Break the traditional teaching concept and the gap between theory and practical operation, combine theory and practice, and better create a program applicable to secondary school students’ learning.
Set up new teaching methods and provide students with a good learning environment
(A) Work process-oriented teaching method
The core value of work process oriented teaching method is to change students’ passive learning to active learning, that is to say, the theoretical knowledge taught in teaching is no longer the main criterion to measure students’ learning, but the practice of students as the first line of learning, so that students know theoretical knowledge in practice, not just like the traditional way of teaching which focuses on theoretical knowledge, so that under the guidance of teachers, Students learn by working and learn by working. And teachers, as the guide of students, can improve the professionalism of secondary school students.
(B) Application of work process oriented teaching method based on practical operation
For example, in the CNC profession, which is a subject requiring a strong connection between theory and practice, the core task is to combine students’ CNC machining and CNC programming ability.
In secondary institutions, how teachers can cultivate students’ professional skills while focusing on students’ theoretical knowledge level and combining practice and books is a major important issue in front of each lecturer.
At this time, the use of work process-based teaching methods can effectively improve the combination of both sides of teacher teaching and student learning to achieve the purpose of learning together and making progress together.
(C) Cultivate double-sided teachers of machining technology
1. Organize teachers to participate in training
While society is developing, teachers should also keep up with the times and cultivate the habit of lifelong learning. Schools should actively organize teachers to participate in international specialized vocational teacher training, and motivate teachers to step out of their own limitations and participate in training of various specialties and levels, so that teachers can constantly update their educational concepts and improve their teaching level.
At the same time, teachers should actively participate in various special competitions of vocational skills to understand their own knowledge level and see the shortcomings in their own knowledge and skills, so that they can constantly make up for the shortcomings and make up for the shortcomings, so that they can keep making progress.
2. Encourage professional teachers to go to enterprises for exercise
Teachers should not only work in schools, but also go into the construction of enterprises in real time to broaden their horizons in the actual working environment and get in touch with more new things that they cannot get in touch with in schools. At the same time, they should bring the work experience they have gained in the enterprises into the teaching.
3. Strengthen the construction of “dual-teacher” teachers
In strengthening the construction of teachers’ team, secondary schools should take the professional development and improve teachers’ own quality as the starting point, improve teachers’ professional hands-on ability as the focus, take school-based training, enterprise practice and hiring professional and technical talents as the basic ways, learn the advanced concept of enterprise development, improve teachers’ practical training teaching level, drive the professional practical training teaching by virtue of hired enterprise professional and technical talents, and strive to build a team of teachers who can work in the classroom and in the workshop. We strive to build a “dual-teacher” team with good quality and strong practical training ability in classroom and workshop, so that the professional teachers can be effectively strengthened.
Clarify the purpose of learning and stimulate students’ desire for knowledge
Most of the students in machining are not interested in theoretical courses, do not like to listen to lectures in class, do not learn the professional courses thoroughly, and think that it is enough to operate. For this reason, teachers in the classroom to each point of knowledge to be linked with the practice to explain the important role of the knowledge in machining, students understand the importance of learning good theoretical knowledge.
For example, in the teaching of machining technology in the turning tool sharpening section, you can introduce: “students, our workshop in the lathe operation is the most used turning tools, turning tools will wear or chipping long-term use of the tool head, the need for frequent sharpening, and the sharpening of the tool directly affect the surface quality of the workpiece and machining accuracy, affecting productivity. Therefore, if you want to be a qualified turner in the future, you must master the sharpening method of turning tools and its precautions. This is what we will focus on in this lesson.”
After the theory, the teacher will take the students to the workshop and demonstrate the sharpening process on site, so that the students can learn the sharpening method and then see it with their own eyes. This allows students to learn with a purpose and stimulates their desire to learn more.
The machining technology major is responsible for the construction of society, and we need to put more attention and energy into this major in order to really cultivate secondary students’ ability to work independently and improve their professional ethics.