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现阶段工学交替普遍存在着在专业课程设置中学生综合技能培养目标与生产要求技能不对接;工学交替实践教材编写与生产工艺流程不对接;师资力量与工学交替要求不对接;校企两种考核机制不对接等问题。笔者旨在通过创建“一主线、六单元、三能力”的工学交替人才培养模式,创新以任务驱动为导向的教学体系与教学方法,创建以生产指标为目标的实践教学激励考核机制,组建一支精湛的教学团队,解决在奶牛生产工学交替中的“四不对接”问题,达到激发学生学习主动性,培养学生专业能力,探索有效的激励考核机制,实现人才培养目标与企业选拔人才标准的有效对接,实现课程教学从传统课堂教育向职业化现场教学转变。
In the current stage of engineering alternation, there is a common mismatch between the students ’comprehensive skills training objectives and production skills in the specialized courses. The alternation between engineering and practice materials and the production process do not match; the teachers’ Mismatches and other issues. The author aims to create a teaching system and teaching method based on task-driven innovation by creating a model of “one main line, six units and three abilities” in engineering and training, and create a practical teaching incentive and assessment mechanism with production targets as its goal. To set up a superb teaching team to solve the problem of “four mismatches” in the alternation of dairy production engineering so as to stimulate student learning initiative, develop students’ professional abilities, explore effective incentive examination mechanism, and achieve talent cultivation goals and enterprises The selection of qualified personnel effectively docking, to achieve the teaching of traditional classroom education to vocational teaching changes.