0 Introduction
Higher vocational colleges and universities mainly cultivate highly skilled talents who can work at the front line, requiring them to master certain theoretical knowledge and be able to produce skillfully at the same time. In order to achieve this goal, higher vocational institutions must carry out teaching reform and adopt the integrated teaching mode of “theory + field practice”, based on “theory” and “application”. The purpose is to improve the effectiveness of teaching professional courses.
The railway vehicle mechanical overhaul is the first course for railway vehicle students to enter the field of professional courses, leading students to contact with the most cutting-edge, the most basic, the most comprehensive vehicle all job groups necessary for the general professional knowledge [1], for the future vehicle overhaul work to lay a good foundation. In this paper, through the teaching practice of the course, the implementation of the teaching mode of “practical integration” of professional courses has been initially explored.
1 The current situation of the traditional teaching mode of professional courses
With the promotion of curriculum teaching reform in recent years, the teaching reform of professional courses in higher vocational institutions has made some progress, but the whole teaching mode still has the problem of “emphasis on theory rather than practice”, which causes students’ weak interest in learning and weak hands-on ability. The problems are summarized as follows.
1.1 The allocation of theoretical and practical teaching hours is not reasonable
Higher vocational education should effectively combine theoretical teaching and field practice to cultivate students’ vocational ability on the basis of fully grasping the theory. As for the current situation, many higher vocational colleges and universities emphasize theory but not practice, and too much class time is arranged for theory teaching, while not enough time for vocational ability training in field teaching, thus causing students’ vocational ability to be insufficient.
1.2 Disconnect between course content and actual job requirements
The selection of course teaching content does not start from the actual job requirements, does not really consider the quality and ability requirements of vocational jobs, and does not update the teaching content, but follows the previous teaching content, which causes students to fail to master the most cutting-edge and latest vocational knowledge and skills, thus leading to the failure of higher vocational institutions to cultivate real high-skilled talents.
Therefore, the traditional curriculum teaching mode has deficiencies in curriculum content, unfavorable class time arrangement, lack of vocational ability cultivation, neglect of work process knowledge, which is not conducive to the development of students’ professionalism, and thus requires a new curriculum teaching mode to provide a guarantee. The teaching mode of “integration of science and practice” is based on the work process, taking students as the main body and focusing on the combination of science and practice, which is an effective way to cultivate students’ vocational skills.
2 “theory and practice integration” teaching in the application of vehicle mechanical overhaul teaching
In the “railroad vehicle mechanical overhaul” in the implementation of the “integration of science and practice” teaching mode, its design ideas: in-depth field visits to the railroad line, communication with the technical personnel on site, to determine the needs of vocational jobs, job skills as the main line, establish the concept of theoretical teaching for practical teaching services, the establishment of practice to carry out the entire teaching process The teaching principle of “teaching? Learning? Doing” as a whole to design learning tasks and cultivate students’ vocational ability .
In the specific teaching process, teachers should first clarify the theoretical and practical learning objectives of each chapter, for theoretical learning, issue learning worksheets, with students as the main body, students around the clear learning objectives of independent learning, and then students ask questions, and then the teacher will explain the theoretical knowledge in a targeted manner; on this basis, arrange practical learning, through the three steps of “video demonstration + teacher demonstration On the basis of this, practical learning is arranged, and the purpose of learning is achieved through three steps of “video demonstration + teacher demonstration + student practice”. The specific process is as follows.
① Release the learning worksheet and guide students to learn independently.
According to the teaching objectives of each chapter, the teacher issues theoretical learning tasks for students and guides them to study independently in the form of doing exercises, with the teacher coaching from the side.
②Students ask questions and discuss, and teachers explain theoretical knowledge in a targeted manner.
According to the completion of the exercises, students are guided to ask questions for the important and difficult points. Firstly, students talk to each other about the difficult problems, and then the teacher will explain in a targeted manner according to the results of the talk and extend the relevant theoretical basic knowledge.
③ Carry out on-site teaching, show teaching videos, and teachers watch and talk at the same time.
The teacher issues practical learning tasks and plays practical teaching videos on the basis of theoretical learning, so that students can deeply understand the practical learning objectives of the chapter and understand the specific practical operation process with the teacher’s explanation.
④Teacher demonstrates on site and talks while doing.
The teacher further explains the knowledge involved in the operation process through live demonstration and lecture while doing, so as to deepen students’ understanding of the theory and operation process.
⑤ Students do hands-on exercises, teachers guide from the side.
The teacher will guide and correct the mistakes, and guide the students to discuss and study the problems encountered in the process of practice, so as to cultivate the students’ hands-on ability.
(6) Conduct practical and theoretical assessment to test the teaching effect.
Summarize the content learned, conduct chapter theory assessment through software simulation examination system, and conduct practical operation assessment through group skill competition to test the teaching effect and improve the effectiveness of teaching.
In recent years, the railway vehicle mechanical overhaul course through the “theory and practice of integrated teaching” reform practice, fully mobilize the initiative and enthusiasm of students to learn, students learn more purposeful, students self-learning ability, thinking ability, hands-on ability and problem-solving ability significantly enhanced, for the future into the professional position laid a good foundation The students’ ability to learn, think, do and solve problems has been enhanced significantly, which has laid a good foundation for their future career.
3 on the professional course “the integration of science and practice” teaching mode of thinking
Through the implementation of the railway vehicle mechanical overhaul course “the integration of science and practice” teaching mode, effectively solve the shortcomings caused by the traditional teaching mode, so that students in the theory and practice of the two aspects of progress, improve the students’ vocational skills, the future employment and professional life laid a more solid foundation. Moreover, institutions will be more active, hardworking and bold to explore a more effective way to cultivate the vocational ability of higher vocational students and make them more in line with the needs of enterprises and jobs.