《組合件的控制技能》培訓課程體系是高職學校電氣自動化化技能類行業的管理處技能培訓課程體系，結構特征是實際教學評價與實操實踐機 、學(xue)說(shuo)與(yu)實(shi)(shi)踐(jian)相(xiang)(xiang)關(guan)(guan)常識(shi)與(yu)的(de)(de)操(cao)作(zuo)(zuo)(zuo)作(zuo)(zuo)(zuo)用(yong)(yong)融洽聚(ju)合。會按照(zhao)電(dian)力(li)工(gong)程(cheng)電(dian)腦(nao)自(zi)動專業化實(shi)(shi)際的(de)(de)位置對(dui)既(ji)能人才(cai)相(xiang)(xiang)關(guan)(guan)常識(shi)的(de)(de)格(ge)局類型、效(xiao)(xiao)率的(de)(de)格(ge)局類型和素養(yang)的(de)(de)格(ge)局類型的(de)(de)還要，以作(zuo)(zuo)(zuo)用(yong)(yong)操(cao)作(zuo)(zuo)(zuo)為(wei)要點，以效(xiao)(xiao)率陪(pei)養(yang)有(you)利于線，學(xue)說(shuo)與(yu)實(shi)(shi)踐(jian)相(xiang)(xiang)關(guan)(guan)常識(shi)以“一定、用(yong)(yong)得著”為(wei)度，實(shi)(shi)施介(jie)紹(shao)機制的(de)(de)規則(ze)(ze)化，完成幼兒相(xiang)(xiang)關(guan)(guan)常識(shi)與(yu)作(zuo)(zuo)(zuo)用(yong)(yong)的(de)(de)聚(ju)合。展開項目人物(wu)推動教法法，每一項人物(wu)方案以陪(pei)養(yang)幼兒對(dui)元元件檢測工(gong)具與(yu)用(yong)(yong)、電(dian)力(li)工(gong)程(cheng)原則(ze)(ze)圖(tu)的(de)(de)讀圖(tu)與(yu)研究分析、把握軟(ruan)件設汁、把握軟(ruan)件告警判斷與(yu)維修費作(zuo)(zuo)(zuo)用(yong)(yong)有(you)利于線結構文(wen)章(zhang)，并將考取資格(ge)證書(shu)文(wen)章(zhang)溶入到(dao)某些的(de)(de)事業的(de)(de)任務中，凸起大(da)(da)家(jia)大(da)(da)致利用(yong)(yong)特性、整合實(shi)(shi)際操(cao)作(zuo)(zuo)(zuo)特性和創新技術(shu)特性的(de)(de)培養(yang)出。

教程網(wang)站(zhan)(zhan)內(nei)(nei)容(rong)(rong)(rong)(rong)(rong)網(wang)站(zhan)(zhan)內(nei)(nei)容(rong)(rong)(rong)(rong)(rong)頂(ding)目(mu)化教學(xue)法為(wei)雙證融通(tong)(tong)能提供了便捷(jie)經濟條(tiao)件(jian)。將電(dian)自功化實踐教學(xue)機 相匹配的(de)的(de)部門(men)群可(ke)分解為(wei)多個效(xiao)果控制(zhi)器，再對各(ge)控制(zhi)器占比，取(qu)得(de)流程非常專(zhuan)業(ye)性儲備、專(zhuan)職選(xuan)用技能等級的(de)基本(ben)(ben)請求(qiu)，基礎性基本(ben)(ben)請求(qiu)后，成型合(he)理(li)性的(de)教程網(wang)站(zhan)(zhan)內(nei)(nei)容(rong)(rong)(rong)(rong)(rong)網(wang)站(zhan)(zhan)內(nei)(nei)容(rong)(rong)(rong)(rong)(rong)機構(gou)。教程網(wang)站(zhan)(zhan)內(nei)(nei)容(rong)(rong)(rong)(rong)(rong)網(wang)站(zhan)(zhan)內(nei)(nei)容(rong)(rong)(rong)(rong)(rong)在頂(ding)目(mu)的(de)選(xuan)用上，依據(ju)行(xing)業(ye)內(nei)(nei)人(ren)士互通(tong)(tong)技木(mu)與(yu)新(xin)技木(mu)同(tong)步操作的(de)條(tiao)件(jian)，切(qie)合(he)部委專(zhuan)職選(xuan)用資證的(de)標準(zhun)中(zhong)涉(she)及(ji)到技術工(gong)種（搶修(xiu)低壓電(dian)工(gong)）的(de)專(zhuan)業(ye)工(gong)、初中(zhong)級工(gong)認定(ding)網(wang)站(zhan)(zhan)內(nei)(nei)容(rong)(rong)(rong)(rong)(rong)，經由教程網(wang)站(zhan)(zhan)內(nei)(nei)容(rong)(rong)(rong)(rong)(rong)網(wang)站(zhan)(zhan)內(nei)(nei)容(rong)(rong)(rong)(rong)(rong)實踐教學(xue)完成另(ling)一專(zhuan)職選(xuan)用部門(men)或部門(men)群的(de)涉(she)及(ji)到請求(qiu)。

授(shou)課(ke)計(ji)劃情(qing)況(kuang)報告格式涉及到(dao)(dao)授(shou)課(ke)裝備(bei)(bei)(bei)需(xu)求、授(shou)課(ke)建設(she)項目、授(shou)課(ke)裝備(bei)(bei)(bei)關鍵點(dian)具體安排、授(shou)課(ke)裝備(bei)(bei)(bei)步驟(zou)等關鍵點(dian)。授(shou)課(ke)裝備(bei)(bei)(bei)計(ji)劃情(qing)況(kuang)報告格式的(de)設(she)計(ji)的(de)構思(si)最主要是以塑造培養夢想為考量點(dian)，對(dui)(dui)授(shou)課(ke)計(ji)劃情(qing)況(kuang)報告格式所涉及到(dao)(dao)的(de)上(shang)面(mian)的(de)幾大關鍵點(dian)做出恰當設(she)計(ji)的(de)構思(si)，按照(zhao)相(xiang)關聯作業世界任務(wu)的(de)來完(wan)成，達到(dao)(dao)了相(xiang)關聯事(shi)業員(yuan)證標準規(gui)定中(zhong)(zhong)的(de)地(di)方需(xu)求，但其中(zhong)(zhong)的(de)地(di)方建設(she)項目是直接性對(dui)(dui)照(zhao)到(dao)(dao)“中(zhong)(zhong)級(ji)職(zhi)稱畢(bi)業文憑返(fan)修低(di)壓安裝安裝電(dian)工(gong)”檢(jian)查崗(gang)位中(zhong)(zhong)的(de)某段司法(fa)鑒定點(dian)，使(shi)學習(xi)在得到(dao)(dao) 高(gao)壓電(dian)器(qi)主動化水(shui)平(ping)研究生學歷畢(bi)業文憑的(de)一起，怎么才能得到(dao)(dao) “中(zhong)(zhong)級(ji)職(zhi)稱畢(bi)業文憑返(fan)修低(di)壓安裝安裝電(dian)工(gong)”、“二級(ji)返(fan)修低(di)壓安裝安裝電(dian)工(gong)”等事(shi)業員(yuan)證畢(bi)業文憑，實現(xian)如今學習(xi)授(shou)課(ke)夢想下的(de)“雙(shuang)證融(rong)通”。

（一）教研指標方案

不同高職高專院校人(ren)(ren)(ren)力(li)養成(cheng)共(gong)(gong)同點，清楚(chu)《電力(li)操縱技術設(she)備(bei)》培(pei)訓課(ke)堂(tang)(tang)(tang)內容(rong)各常識點高中(zhong)生(sheng)應達到了的(de)(de)本(ben)(ben)事(shi)(shi)的(de)(de)成(cheng)次模(mo)型(xing)耍求，擬定轉變人(ren)(ren)(ren)力(li)養成(cheng)共(gong)(gong)同點的(de)(de)培(pei)訓課(ke)堂(tang)(tang)(tang)內容(rong)規(gui)(gui)格規(gui)(gui)定。在培(pei)訓課(ke)堂(tang)(tang)(tang)內容(rong)規(gui)(gui)格規(gui)(gui)定常識點中(zhong)量化(hua)本(ben)(ben)事(shi)(shi)的(de)(de)成(cheng)次模(mo)型(xing)測試耍求，清楚(chu)考生(sheng)在做完本(ben)(ben)職工(gong)(gong)作工(gong)(gong)作后達到了的(de)(de)常識個(ge)(ge)人(ren)(ren)(ren)目(mu)的(de)(de)、本(ben)(ben)事(shi)(shi)個(ge)(ge)人(ren)(ren)(ren)目(mu)的(de)(de)和質量個(ge)(ge)人(ren)(ren)(ren)目(mu)的(de)(de)，強調3個(ge)(ge)本(ben)(ben)事(shi)(shi)的(de)(de)成(cheng)次模(mo)型(xing)的(de)(de)測試耍求：記背(bei)、深刻領(ling)(ling)會、簡(jian)易(yi)應用領(ling)(ling)域(yu)(yu)領(ling)(ling)域(yu)(yu)、綜合應用領(ling)(ling)域(yu)(yu)領(ling)(ling)域(yu)(yu)。

（二）教(jiao)育教(jiao)學細(xi)則開發

基本概念工(gong)(gong)(gong)(gong)程(cheng)該好(hao)(hao)的(de)(de)(de)(de)項(xiang)(xiang)目(mu)(mu)(mu)流(liu)程(cheng)培(pei)訓(xun)課(ke)(ke)程(cheng)的(de)(de)(de)(de)《電力電器設(she)(she)備控(kong)制(zhi)技巧》上(shang)(shang)課(ke)(ke)評價活(huo)動方式規(gui)劃，以(yi)工(gong)(gong)(gong)(gong)作(zuo)中(zhong)目(mu)(mu)(mu)標(biao)級(ji)(ji)(ji)成就為媒介，將(jiang)所有上(shang)(shang)課(ke)(ke)評價活(huo)動階(jie)段(duan)規(gui)劃為些(xie)完(wan)整版(ban)的(de)(de)(de)(de)工(gong)(gong)(gong)(gong)程(cheng)該好(hao)(hao)的(de)(de)(de)(de)項(xiang)(xiang)目(mu)(mu)(mu)流(liu)程(cheng)。以(yi)實(shi)際(ji)效(xiao)果工(gong)(gong)(gong)(gong)程(cheng)該好(hao)(hao)的(de)(de)(de)(de)項(xiang)(xiang)目(mu)(mu)(mu)流(liu)程(cheng)的(de)(de)(de)(de)數據(ju)分析、論(lun)述、規(gui)劃、實(shi)操(cao)等來(lai)以(yi)達到(dao)(dao)上(shang)(shang)課(ke)(ke)評價活(huo)動需(xu)求(qiu)。中(zhong)小學(xue)生以(yi)的(de)(de)(de)(de)團隊(dui)為計(ji)量單(dan)位順利完(wan)成工(gong)(gong)(gong)(gong)程(cheng)該好(hao)(hao)的(de)(de)(de)(de)項(xiang)(xiang)目(mu)(mu)(mu)流(liu)程(cheng)目(mu)(mu)(mu)標(biao)級(ji)(ji)(ji)成就，在(zai)每臺目(mu)(mu)(mu)標(biao)級(ji)(ji)(ji)成就大校涉及到(dao)(dao)學(xue)說知(zhi)識儲(chu)備與(yu)覺醒技能康復(fu)的(de)(de)(de)(de)訓(xun)練融(rong)為成合(he)一，真正(zheng)意義做(zuo)出(chu)“做(zuo)、學(xue)、用”成合(he)一化。表1是至少的(de)(de)(de)(de)工(gong)(gong)(gong)(gong)程(cheng)該好(hao)(hao)的(de)(de)(de)(de)項(xiang)(xiang)目(mu)(mu)(mu)流(liu)程(cheng)的(de)(de)(de)(de)上(shang)(shang)課(ke)(ke)評價活(huo)動方式規(gui)劃，實(shi)現該工(gong)(gong)(gong)(gong)程(cheng)該好(hao)(hao)的(de)(de)(de)(de)項(xiang)(xiang)目(mu)(mu)(mu)流(liu)程(cheng)的(de)(de)(de)(de)增幅康復(fu)的(de)(de)(de)(de)訓(xun)練，會得到(dao)(dao) “中(zhong)級(ji)(ji)(ji)職(zhi)稱保修高壓電工(gong)(gong)(gong)(gong)”職(zhi)業上(shang)(shang)崗證技能證書考慮特殊(shu)工(gong)(gong)(gong)(gong)種中(zhong)的(de)(de)(de)(de)數控(kong)加工(gong)(gong)(gong)(gong)中(zhong)心電力電器設(she)(she)備路線圖常見的(de)(de)(de)(de)系(xi)統故障的(de)(de)(de)(de)檢杳與(yu)保修這(zhe)樣鑒定費信息。

環節評估分系統(tong)說(shuo)(shuo)法研究(jiu)操(cao)作(zuo)(zuo)的(de)(de)(de)(de)(de)(de)倆位(wei)置，其最主(zhu)(zhu)要(yao)(yao)(yao)的(de)(de)(de)(de)(de)(de)是判(pan)(pan)(pan)(pan)斷初中(zhong)(zhong)生分折一些狀況(kuang)、來解(jie)決(jue)一些狀況(kuang)的(de)(de)(de)(de)(de)(de)基礎性(xing)效率(lv)與(yu)職業(ye)(ye)素質，判(pan)(pan)(pan)(pan)斷明確各(ge)種(zhong)(zhong)目分割判(pan)(pan)(pan)(pan)斷。以(yi)初試表現表現形式對(dui)各(ge)種(zhong)(zhong)目其最主(zhu)(zhu)要(yao)(yao)(yao)的(de)(de)(de)(de)(de)(de)要(yao)(yao)(yao)點(dian)點(dian)去(qu)(qu)判(pan)(pan)(pan)(pan)斷，這在其中(zhong)(zhong)好(hao)(hao)(hao)(hao)活(huo)動(dong)一的(de)(de)(de)(de)(de)(de)英(ying)語(yu)(yu)(yu)(yu)四級(ji)(ji)得(de)分率(lv)占(zhan)10%，好(hao)(hao)(hao)(hao)活(huo)動(dong)二(er)、好(hao)(hao)(hao)(hao)活(huo)動(dong)三、好(hao)(hao)(hao)(hao)活(huo)動(dong)四、好(hao)(hao)(hao)(hao)活(huo)動(dong)五的(de)(de)(de)(de)(de)(de)英(ying)語(yu)(yu)(yu)(yu)四級(ji)(ji)得(de)分率(lv)各(ge)占(zhan)5%，系統(tong)說(shuo)(shuo)法位(wei)置的(de)(de)(de)(de)(de)(de)英(ying)語(yu)(yu)(yu)(yu)四級(ji)(ji)得(de)分率(lv)總計占(zhan)30%。以(yi)專門(men)水(shui)平(ping)(ping)實踐教學判(pan)(pan)(pan)(pan)斷表現表現形式對(dui)最主(zhu)(zhu)要(yao)(yao)(yao)的(de)(de)(de)(de)(de)(de)水(shui)平(ping)(ping)去(qu)(qu)武器(qi)鍛造練與(yu)成(cheng)級(ji)(ji)判(pan)(pan)(pan)(pan)斷，分1個水(shui)平(ping)(ping)好(hao)(hao)(hao)(hao)活(huo)動(dong)，英(ying)語(yu)(yu)(yu)(yu)四級(ji)(ji)得(de)分率(lv)各(ge)占(zhan)10%，其最主(zhu)(zhu)要(yao)(yao)(yao)的(de)(de)(de)(de)(de)(de)判(pan)(pan)(pan)(pan)斷只(zhi)能(neng)按(an)照(zhao)典型性(xing)操(cao)作(zuo)(zuo)的(de)(de)(de)(de)(de)(de)電路原理(li)圖按(an)工(gong)藝技(ji)術條(tiao)件去(qu)(qu)裝接線頭、通技(ji)工(gong)作(zuo)(zuo)的(de)(de)(de)(de)(de)(de)效率(lv)，還有(you)只(zhi)能(neng)按(an)照(zhao)經常用到(dao)(dao)機(ji)器(qi)實踐教學機(ji)器(qi)設備高壓電器(qi)內(nei)部出現故障干(gan)涉(she)現象分折緣(yuan)故并能(neng)去(qu)(qu)內(nei)部出現故障檢查與(yu)判(pan)(pan)(pan)(pan)定的(de)(de)(de)(de)(de)(de)效率(lv)。只(zhi)能(neng)按(an)照(zhao)好(hao)(hao)(hao)(hao)活(huo)動(dong)釣魚任務書、各(ge)種(zhong)(zhong)目認知題(ti)到(dao)(dao)位(wei)問(wen)題(ti)和(he)(he)平(ping)(ping)日作(zuo)(zuo)業(ye)(ye)題(ti)、掌握什么(me)態度、課(ke)題(ti)組協作(zuo)(zuo)到(dao)(dao)位(wei)問(wen)題(ti)等對(dui)初中(zhong)(zhong)生的(de)(de)(de)(de)(de)(de)實踐教學及時性(xing)、積極主(zhu)(zhu)動(dong)性(xing)、掌握產品(pin)和(he)(he)掌握效率(lv)等去(qu)(qu)判(pan)(pan)(pan)(pan)斷，英(ying)語(yu)(yu)(yu)(yu)四級(ji)(ji)得(de)分率(lv)占(zhan)20%。這在其中(zhong)(zhong)各(ge)種(zhong)(zhong)依據(ju)最主(zhu)(zhu)要(yao)(yao)(yao)的(de)(de)(de)(de)(de)(de)要(yao)(yao)(yao)點(dian)判(pan)(pan)(pan)(pan)斷與(yu)職業(ye)(ye)員證“處(chu)理(li)技(ji)工(gong)”系統(tong)說(shuo)(shuo)法判(pan)(pan)(pan)(pan)斷主(zhu)(zhu)要(yao)(yao)(yao)有(you)關的(de)(de)(de)(de)(de)(de)內(nei)容(rong)密切構建(jian)，各(ge)水(shui)平(ping)(ping)實踐教學好(hao)(hao)(hao)(hao)活(huo)動(dong)圍繞著 職業(ye)(ye)員證“處(chu)理(li)技(ji)工(gong)”的(de)(de)(de)(de)(de)(de)操(cao)作(zuo)(zuo)的(de)(de)(de)(de)(de)(de)判(pan)(pan)(pan)(pan)斷主(zhu)(zhu)要(yao)(yao)(yao)有(you)關的(de)(de)(de)(de)(de)(de)內(nei)容(rong)，并只(zhi)能(neng)按(an)照(zhao)職業(ye)(ye)水(shui)平(ping)(ping)簽(qian)別準(zhun)則對(dui)每(mei)一項個初中(zhong)(zhong)生去(qu)(qu)判(pan)(pan)(pan)(pan)斷，判(pan)(pan)(pan)(pan)斷成(cheng)級(ji)(ji)不僅(jin)資料顯(xian)示好(hao)(hao)(hao)(hao)活(huo)動(dong)成(cheng)級(ji)(ji)，也(ye)是專業(ye)(ye)有(you)關的(de)(de)(de)(de)(de)(de)好(hao)(hao)(hao)(hao)活(huo)動(dong)的(de)(de)(de)(de)(de)(de)水(shui)平(ping)(ping)判(pan)(pan)(pan)(pan)斷成(cheng)級(ji)(ji)。