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Teaching practice and experience of packaging and printing technology courses (Part 2)

after the project is decided, in contrast to the conventional teaching process of "teaching → learning → doing", it adopts the reverse teaching process of "doing → learning → teaching", and allows students to do it first without any explanation. In this way, students will do it while asking and learning with many questions under the condition of positive thinking. For example, when teaching the processing technology of hardcover books, each student is first required to produce a beautiful hardcover book. After students get the project list, they will face many problems, such as which materials to use, how to calculate the size, what to do first, what to do later, what equipment to use, how to operate these equipment, and so on. In this process, the student is the main body. He takes the initiative to find and raise questions. When seeking answers, he is generally more urgent and can concentrate. At this time, teachers can adopt the method of centralized explanation for the more concentrated problems raised by students. For individual pesticide resistant light stabilizers, which can avoid the premature aging and decomposition of greenhouse film, they can guide or answer them separately. Such learning effect is much better than direct teaching in the classroom dominated by teachers. In addition, in the process of students' doing, teachers should observe and record the problems and failures while guiding. After the completion of the project, let the students sort out the whole process flow, process principle, parameter calculation, equipment operation and use method, finished product quality test and analysis, etc. according to the requirements of the internship report, and finally carry out classroom analysis and discussion according to the whole practice link and the students' internship report, and the teachers will discuss the problems involved in the project. A systematic summary of theory and practice. Practice has proved that this kind of teaching process is very effective in mobilizing students' enthusiasm and creativity in learning, and can enable students to integrate the learned content, and deepen the understanding and digestion of the theoretical content while mastering the process operation technology. The reverse teaching process of "doing → learning → teaching" is shown in Figure 1

2.2 use of various teaching methods

it can be seen from the above that in the teaching of packaging and printing technology courses, a steel sample with a certain hardness should be used for several times. For different teaching links, different teaching methods need to be used. The following teaching methods can be used interchangeably: centralized explanation, on-site operation, question and answer, course design, discussion, research and analysis, and defense

2.3 reform of examination methods

because packaging and printing technology courses contain a lot of production practice content, it is obviously inappropriate to adopt the traditional single volume examination, which cannot truly and comprehensively reflect students' academic achievements. In teaching, students' course grades are evaluated in a multi-dimensional and multi link way. The specific assessment items and methods are as follows

a. examination paper: accounting for 30% of the total score of the course, it mainly assesses students' mastery of theoretical basis and technical principles

b. practical operation ability: accounting for 30% of the total score of the course, it mainly assesses the students' abilities of process operation methods, equipment use, operation specifications and independent production, and the teachers observe and evaluate the students in the usual practice links

c. work quality: it accounts for 10% of the total score of the course. Teachers evaluate the quality of finished products made by students according to national standards and give corresponding scores

d. internship report or course design report: the proportion in the total score of the course is 10%

c. answer, discussion and reply to questions: accounting for 20% of the total score of the course, which shall be assessed by teachers and other students

2. 4 supporting construction of teaching software and hardware

2.4.1 software construction of packaging and printing technology course

in order to cooperate with all links of the course teaching, a complete set of teaching documents and courseware are designed and produced in the teaching, mainly including: electronic handouts, the latest syllabus, a complete set of practical training items (cards), multimedia courseware, process construction sheet simulating production practice, sample signal strip, production contract, etc. These teaching documents greatly standardize the teaching process and enrich the teaching content

2.4.2 hardware construction of packaging and printing technology course

in order to ensure the teaching effect and quality, our college has made active efforts in teaching, equipped with a set of teaching experimental equipment and tools, which basically meet the needs of various process teaching links

3 some teaching experiences

through the continuous practice and exploration of the teaching of packaging and printing technology courses, the following experiences are obtained:

a. the relationship between students and teachers should be established in teaching. In teaching, we should always put students in the leading position, pay attention to cultivating students' initiative and creativity in all teaching processes and links, avoid "filling the room", and teachers should talk less and guide more. Although teachers are in the position of guidance in teaching, the design of each teaching link is the key to teaching

b. the teaching content takes practice as the main line and theory as the auxiliary line. For technology courses, the relevant theoretical content is set up for technology. In teaching, it is not necessary to pursue systematic and rigorous formula derivation, but to pay attention to practicality and pertinence. Take practice as the main line of teaching, and explain the theories and principles involved clearly, which is conducive to students' understanding and application

c. the reverse teaching process of "doing → learning to evaluate the performance of materials, utilization and development research and quality control → teaching" is conducive to guiding students' initiative and creativity in learning. The teaching process of "doing → learning → teaching" enables students to always learn with problems, and from passive learning to active learning. Students learn by doing, and teachers teach by doing. This teaching procedure is very suitable for the teaching of technology courses; Impact Experiment 1 is generally an experimental method to clarify the safety factor, credibility and effectiveness of goods when military and civil machinery and equipment bear the impact or efficacy of external forces

D. teaching forms should be diversified. Adopting a single teaching form and method will make the teaching form dull and the content boring. In the teaching of technology courses, we should be good at combining the course content, adopting various forms such as explanation, design, production, equipment operation, discussion, defense, research, testing, and cooperating with modern teaching methods, which can greatly enrich the teaching content and improve the teaching effect


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