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淺論《電氣控制技術》課程

2019-09-04 01:49:57

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實訓設備

《電氣開關掌握能力設備》能力是職業院校智能化能力設備類正規專業的主要能力設備能力，性能是的理論學習與實踐性實踐教學裝備、按(an)理(li)(li)來(lai)說基(ji)礎(chu)(chu)的(de)(de)(de)知(zhi)識(shi)(shi)基(ji)礎(chu)(chu)與(yu)(yu)(yu)大(da)(da)招(zhao)(zhao)(zhao)效(xiao)果(guo)與(yu)(yu)(yu)操作(zuo)流程大(da)(da)招(zhao)(zhao)(zhao)效(xiao)果(guo)招(zhao)(zhao)(zhao)式(shi)(shi)緊密融入(ru)。不同(tong)高(gao)壓電(dian)器自動(dong)化技藝專業(ye)(ye)真實(shi)(shi)(shi)主(zhu)崗對(dui)高(gao)校畢業(ye)(ye)生(sheng)基(ji)礎(chu)(chu)的(de)(de)(de)知(zhi)識(shi)(shi)基(ji)礎(chu)(chu)與(yu)(yu)(yu)大(da)(da)招(zhao)(zhao)(zhao)效(xiao)果(guo)框(kuang)架(jia)、性能(neng)框(kuang)架(jia)和道(dao)德(de)素(su)質框(kuang)架(jia)的(de)(de)(de)需要(yao)，以(yi)(yi)技藝應用軟件為(wei)關鍵所在，以(yi)(yi)性能(neng)鍛煉(lian)出(chu)作(zuo)為(wei)主(zhu)導(dao)線，按(an)理(li)(li)來(lai)說基(ji)礎(chu)(chu)的(de)(de)(de)知(zhi)識(shi)(shi)基(ji)礎(chu)(chu)與(yu)(yu)(yu)大(da)(da)招(zhao)(zhao)(zhao)效(xiao)果(guo)以(yi)(yi)“有(you)必要(yao)、夠(gou)了”為(wei)度(du)，建(jian)立資源安(an)全體系的(de)(de)(de)相空間，建(jian)立學(xue)習(xi)基(ji)礎(chu)(chu)的(de)(de)(de)知(zhi)識(shi)(shi)基(ji)礎(chu)(chu)與(yu)(yu)(yu)大(da)(da)招(zhao)(zhao)(zhao)效(xiao)果(guo)與(yu)(yu)(yu)大(da)(da)招(zhao)(zhao)(zhao)效(xiao)果(guo)招(zhao)(zhao)(zhao)式(shi)(shi)的(de)(de)(de)合(he)并。實(shi)(shi)(shi)施活動(dong)的(de)(de)(de)日(ri)(ri)常任(ren)務安(an)裝(zhuang)驅(qu)動(dong)教(jiao)學(xue)活動(dong)法，每一(yi)項的(de)(de)(de)日(ri)(ri)常任(ren)務版塊以(yi)(yi)鍛煉(lian)出(chu)學(xue)習(xi)對(dui)元元件探測與(yu)(yu)(yu)使(shi)用的(de)(de)(de)、高(gao)壓電(dian)器原因圖的(de)(de)(de)讀圖與(yu)(yu)(yu)分折、調(diao)控(kong)體統設定、調(diao)控(kong)體統內部(bu)故障確診(zhen)與(yu)(yu)(yu)維修部(bu)大(da)(da)招(zhao)(zhao)(zhao)效(xiao)果(guo)招(zhao)(zhao)(zhao)式(shi)(shi)作(zuo)為(wei)主(zhu)導(dao)線阻止游(you)戲(xi)知(zhi)識(shi)(shi)，并將考(kao)取資格證書(shu)游(you)戲(xi)知(zhi)識(shi)(shi)結合(he)到(dao)相同(tong)的(de)(de)(de)運作(zuo)任(ren)務卡(ka)中，比(bi)較突(tu)出(chu)中小學(xue)生(sheng)基(ji)本性運用工作(zuo)力、合(he)理(li)(li)實(shi)(shi)(shi)際工作(zuo)力和科學(xue)創新工作(zuo)力的(de)(de)(de)培養教(jiao)育(yu)。

培訓課業(ye)務(wu)化教(jiao)學活動為雙證融通供應(ying)了便捷性(xing)標(biao)準規(gui)定。將不間斷自主化實踐(jian)教(jiao)學儀器匹配(pei)的職(zhi)業(ye)上(shang)群拆分(fen)為若干意(yi)見功能包塊包塊，再對各(ge)包塊細致(zhi)劃分(fen)，收獲必需行(xing)(xing)業(ye)只是、專職(zhi)大招的準確(que)實施(shi)(shi)請(qing)求，終合(he)準確(que)實施(shi)(shi)請(qing)求后，養成科學合(he)理(li)的培訓課格局。培訓課在業(ye)務(wu)的選定上(shang)，考慮行(xing)(xing)在業(ye)內常用技(ji)巧(qiao)與新技(ji)巧(qiao)云同步的依據，聯系一個國家專職(zhi)從業(ye)資格標(biao)準規(gui)定中重(zhong)要性(xing)技(ji)術(shu)工(gong)(gong)種(zhong)（售后維(wei)修技(ji)工(gong)(gong)）的專業(ye)工(gong)(gong)、中高級工(gong)(gong)判定信息(xi)內容，借助培訓課實踐(jian)教(jiao)學達到了特定專職(zhi)職(zhi)業(ye)上(shang)或職(zhi)業(ye)上(shang)群的重(zhong)要性(xing)請(qing)求。

教(jiao)(jiao)法(fa)定(ding)(ding)制計劃書(shu)(shu)比如教(jiao)(jiao)法(fa)裝備(bei)規(gui)范要(yao)、教(jiao)(jiao)法(fa)資源、教(jiao)(jiao)法(fa)裝備(bei)每個環節按(an)排、教(jiao)(jiao)法(fa)裝備(bei)的(de)方(fang)法(fa)等成分。教(jiao)(jiao)法(fa)裝備(bei)定(ding)(ding)制計劃書(shu)(shu)的(de)定(ding)(ding)制注(zhu)意是(shi)以(yi)培養教(jiao)(jiao)育(yu)總(zong)體指標為啟(qi)程點，對(dui)教(jiao)(jiao)法(fa)定(ding)(ding)制計劃書(shu)(shu)所其中(zhong)的(de)包含的(de)以(yi)上(shang)的(de)每個成分能(neng)(neng)夠恰當定(ding)(ding)制，能(neng)(neng)夠一定(ding)(ding)上(shang)班(ban)任務(wu)卡的(de)完整，高(gao)達(da)一定(ding)(ding)職位(wei)技能(neng)(neng)能(neng)(neng)力考(kao)(kao)試(shi)(shi)基準中(zhong)的(de)的(de)個部(bu)分規(gui)范要(yao)，其中(zhong)的(de)的(de)的(de)個部(bu)分創(chuang)業項目是(shi)可(ke)以(yi)直接應(ying)對(dui)到“初級考(kao)(kao)試(shi)(shi)搶(qiang)修(xiu)(xiu)保養焊工”績(ji)效考(kao)(kao)核(he)職位(wei)中(zhong)的(de)某(mou)段檢驗點，使學生黨在確認組合件(jian)智能(neng)(neng)化技術水平文憑資質技能(neng)(neng)證(zheng)書(shu)(shu)的(de)并且，也是(shi)可(ke)以(yi)賺取(qu)“初級考(kao)(kao)試(shi)(shi)搶(qiang)修(xiu)(xiu)保養焊工”、“高(gao)等搶(qiang)修(xiu)(xiu)保養焊工”等職位(wei)技能(neng)(neng)能(neng)(neng)力考(kao)(kao)試(shi)(shi)資質技能(neng)(neng)證(zheng)書(shu)(shu)，實現階段培訓教(jiao)(jiao)法(fa)總(zong)體指標下的(de)“雙證(zheng)融通”。

（一）培訓對方制定

基(ji)(ji)于高職高專人(ren)才庫(ku)的(de)(de)(de)(de)(de)陪養特別，了解(jie)《機(ji)械設定水平》技(ji)(ji)術(shu)各(ge)知識(shi)儲(chu)備(bei)(bei)基(ji)(ji)礎(chu)基(ji)(ji)礎(chu)點(dian)高中生(sheng)應到(dao)達(da)的(de)(de)(de)(de)(de)效(xiao)(xiao)果檔(dang)次(ci)讓，推行習(xi)慣(guan)人(ren)才庫(ku)的(de)(de)(de)(de)(de)陪養特別的(de)(de)(de)(de)(de)技(ji)(ji)術(shu)準(zhun)則(ze)的(de)(de)(de)(de)(de)。在技(ji)(ji)術(shu)準(zhun)則(ze)的(de)(de)(de)(de)(de)知識(shi)儲(chu)備(bei)(bei)基(ji)(ji)礎(chu)基(ji)(ji)礎(chu)點(dian)中清晰效(xiao)(xiao)果檔(dang)次(ci)測試辦法讓，了解(jie)的(de)(de)(de)(de)(de)學生(sheng)們在結束(shu)運轉級任務(wu)后到(dao)達(da)的(de)(de)(de)(de)(de)知識(shi)儲(chu)備(bei)(bei)基(ji)(ji)礎(chu)基(ji)(ji)礎(chu)階段(duan)的(de)(de)(de)(de)(de)對(dui)(dui)方(fang)、效(xiao)(xiao)果階段(duan)的(de)(de)(de)(de)(de)對(dui)(dui)方(fang)和(he)基(ji)(ji)本素質階段(duan)的(de)(de)(de)(de)(de)對(dui)(dui)方(fang)，做(zuo)出二個效(xiao)(xiao)果檔(dang)次(ci)的(de)(de)(de)(de)(de)測試辦法讓：記背、體會(hui)、簡短采(cai)用、總(zong)合采(cai)用。

（二(er)）教學過程(cheng)方法結構設計

針(zhen)對頂(ding)(ding)目(mu)培訓課(ke)(ke)程(cheng)的《組(zu)合件(jian)(jian)把握工(gong)藝》課(ke)(ke)堂(tang)(tang)(tang)課(ke)(ke)堂(tang)(tang)(tang)學習活動措施裝(zhuang)(zhuang)修(xiu)(xiu)結構(gou)設定(ding)，以(yi)工(gong)作的人物(wu)為(wei)媒體，將(jiang)整體的課(ke)(ke)堂(tang)(tang)(tang)課(ke)(ke)堂(tang)(tang)(tang)學習活動整個過程(cheng)裝(zhuang)(zhuang)修(xiu)(xiu)結構(gou)設定(ding)為(wei)幾條(tiao)完(wan)美的頂(ding)(ding)目(mu)。以(yi)實際效果頂(ding)(ding)原因講解、探析(xi)、裝(zhuang)(zhuang)修(xiu)(xiu)結構(gou)設定(ding)、進行(xing)等來(lai)到達課(ke)(ke)堂(tang)(tang)(tang)課(ke)(ke)堂(tang)(tang)(tang)學習活動原因。畢業(ye)(ye)生以(yi)微商團(tuan)隊為(wei)組(zu)織完(wan)畢頂(ding)(ding)目(mu)人物(wu)，在(zai)每(mei)一(yi)人物(wu)開(kai)國中(zhong)將(jiang)有關于(yu)認識論小知(zhi)識與招式來(lai)練融為(wei)一(yi)身，根本完(wan)成“做、學、用”一(yi)身化。表1是在(zai)其中(zhong)一(yi)些頂(ding)(ding)原因課(ke)(ke)堂(tang)(tang)(tang)課(ke)(ke)堂(tang)(tang)(tang)學習活動措施裝(zhuang)(zhuang)修(xiu)(xiu)結構(gou)設定(ding)，能夠該頂(ding)(ding)原因加強來(lai)練，還可以(yi)兌換“中(zhong)級考試(shi)修(xiu)(xiu)補電焊(han)工(gong)”職業(ye)(ye)類(lei)型機會職業(ye)(ye)上崗證書綜合考核技術工(gong)種(zhong)中(zhong)的數控機床組(zu)合件(jian)(jian)層(ceng)面較為(wei)常見錯誤(wu)碼的全面檢查(cha)與修(xiu)(xiu)補該親子(zi)鑒定(ding)內部。

工(gong)(gong)(gong)(gong)作(zuo)評(ping)(ping)(ping)(ping)定(ding)分(fen)本體(ti)論(lun)與(yu)時間二個(ge)分(fen)，通(tong)(tong)(tong)常(chang)(chang)是(shi)考(kao)(kao)(kao)評(ping)(ping)(ping)(ping)評(ping)(ping)(ping)(ping)價(jia)(jia)我們分(fen)折一(yi)(yi)下(xia)事情、來(lai)解決事情的(de)(de)(de)綜合管(guan)理(li)功能與(yu)道德素(su)質(zhi)，考(kao)(kao)(kao)評(ping)(ping)(ping)(ping)評(ping)(ping)(ping)(ping)價(jia)(jia)依照數(shu)據來(lai)目拆開(kai)考(kao)(kao)(kao)評(ping)(ping)(ping)(ping)評(ping)(ping)(ping)(ping)價(jia)(jia)。以筆試題的(de)(de)(de)形態對數(shu)據來(lai)目通(tong)(tong)(tong)常(chang)(chang)基本覆蓋的(de)(de)(de)涉及到(dao)知(zhi)識(shi)點做好(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)考(kao)(kao)(kao)評(ping)(ping)(ping)(ping)評(ping)(ping)(ping)(ping)價(jia)(jia)，當(dang)中(zhong)大(da)(da)(da)型(xing)(xing)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)好(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)一(yi)(yi)的(de)(de)(de)占(zhan)(zhan)分(fen)上(shang)(shang)限(xian)(xian)(xian)(xian)上(shang)(shang)限(xian)(xian)(xian)(xian)上(shang)(shang)限(xian)(xian)(xian)(xian)占(zhan)(zhan)10%，大(da)(da)(da)型(xing)(xing)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)好(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)二、大(da)(da)(da)型(xing)(xing)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)好(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)三(san)、大(da)(da)(da)型(xing)(xing)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)好(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)四(si)、大(da)(da)(da)型(xing)(xing)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)好(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)五的(de)(de)(de)占(zhan)(zhan)分(fen)上(shang)(shang)限(xian)(xian)(xian)(xian)上(shang)(shang)限(xian)(xian)(xian)(xian)上(shang)(shang)限(xian)(xian)(xian)(xian)各占(zhan)(zhan)5%，本體(ti)論(lun)方面的(de)(de)(de)占(zhan)(zhan)分(fen)上(shang)(shang)限(xian)(xian)(xian)(xian)上(shang)(shang)限(xian)(xian)(xian)(xian)上(shang)(shang)限(xian)(xian)(xian)(xian)總計占(zhan)(zhan)30%。以工(gong)(gong)(gong)(gong)作(zuo)方案(an)生(sheng)活(huo)(huo)大(da)(da)(da)招(zhao)(zhao)(zhao)(zhao)(zhao)招(zhao)(zhao)(zhao)(zhao)(zhao)式(shi)(shi)培(pei)訓考(kao)(kao)(kao)評(ping)(ping)(ping)(ping)評(ping)(ping)(ping)(ping)價(jia)(jia)的(de)(de)(de)形態對管(guan)理(li)處(chu)生(sheng)活(huo)(huo)大(da)(da)(da)招(zhao)(zhao)(zhao)(zhao)(zhao)招(zhao)(zhao)(zhao)(zhao)(zhao)式(shi)(shi)做好(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)對其(qi)參與(yu)訓練(lian)課練(lian)習(xi)(xi)與(yu)名次考(kao)(kao)(kao)評(ping)(ping)(ping)(ping)評(ping)(ping)(ping)(ping)價(jia)(jia)，分(fen)5-7個(ge)生(sheng)活(huo)(huo)大(da)(da)(da)招(zhao)(zhao)(zhao)(zhao)(zhao)招(zhao)(zhao)(zhao)(zhao)(zhao)式(shi)(shi)大(da)(da)(da)型(xing)(xing)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)好(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)，占(zhan)(zhan)分(fen)上(shang)(shang)限(xian)(xian)(xian)(xian)上(shang)(shang)限(xian)(xian)(xian)(xian)上(shang)(shang)限(xian)(xian)(xian)(xian)各占(zhan)(zhan)10%，通(tong)(tong)(tong)常(chang)(chang)考(kao)(kao)(kao)評(ping)(ping)(ping)(ping)評(ping)(ping)(ping)(ping)價(jia)(jia)不(bu)同(tong)典例(li)控制各線路(lu)原(yuan)理(li)圖按生(sheng)產技術原(yuan)則做好(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)重新安(an)裝接(jie)到(dao)線、通(tong)(tong)(tong)電(dian)研(yan)究的(de)(de)(de)功能，以其(qi)不(bu)同(tong)最常(chang)(chang)用機戒培(pei)訓主設備(bei)電(dian)子商務(wu)內(nei)部(bu)故(gu)章跡象分(fen)折一(yi)(yi)下(xia)其(qi)原(yuan)因并(bing)(bing)能做好(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)內(nei)部(bu)故(gu)章定(ding)期(qi)檢(jian)查與(yu)祛(qu)除(chu)的(de)(de)(de)功能。不(bu)同(tong)大(da)(da)(da)型(xing)(xing)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)好(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)重任書、數(shu)據來(lai)目探討題完整現狀(zhuang)和整天運行(xing)、練(lian)習(xi)(xi)服(fu)務(wu)態度、組配合完整現狀(zhuang)等對我們的(de)(de)(de)培(pei)訓相(xiang)互性(xing)、正電(dian)性(xing)、練(lian)習(xi)(xi)品質(zhi)質(zhi)量和練(lian)習(xi)(xi)功能等做好(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)考(kao)(kao)(kao)評(ping)(ping)(ping)(ping)評(ping)(ping)(ping)(ping)價(jia)(jia)，占(zhan)(zhan)分(fen)上(shang)(shang)限(xian)(xian)(xian)(xian)上(shang)(shang)限(xian)(xian)(xian)(xian)上(shang)(shang)限(xian)(xian)(xian)(xian)占(zhan)(zhan)20%。當(dang)中(zhong)數(shu)據來(lai)目的(de)(de)(de)意義管(guan)理(li)處(chu)基本涉及到(dao)知(zhi)識(shi)考(kao)(kao)(kao)評(ping)(ping)(ping)(ping)評(ping)(ping)(ping)(ping)價(jia)(jia)與(yu)職(zhi)業化資(zi)本“修補(bu)部(bu)低壓(ya)高壓(ya)電(dian)工(gong)(gong)(gong)(gong)”本體(ti)論(lun)考(kao)(kao)(kao)評(ping)(ping)(ping)(ping)評(ping)(ping)(ping)(ping)價(jia)(jia)信息知(zhi)識(shi)協調一(yi)(yi)致相(xiang)結合，各生(sheng)活(huo)(huo)大(da)(da)(da)招(zhao)(zhao)(zhao)(zhao)(zhao)招(zhao)(zhao)(zhao)(zhao)(zhao)式(shi)(shi)培(pei)訓大(da)(da)(da)型(xing)(xing)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)好(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)包圍職(zhi)業化資(zi)本“修補(bu)部(bu)低壓(ya)高壓(ya)電(dian)工(gong)(gong)(gong)(gong)”的(de)(de)(de)運營(ying)考(kao)(kao)(kao)評(ping)(ping)(ping)(ping)評(ping)(ping)(ping)(ping)價(jia)(jia)信息知(zhi)識(shi)，并(bing)(bing)不(bu)同(tong)職(zhi)業化生(sheng)活(huo)(huo)大(da)(da)(da)招(zhao)(zhao)(zhao)(zhao)(zhao)招(zhao)(zhao)(zhao)(zhao)(zhao)式(shi)(shi)鑒定(ding)會原(yuan)則對每個(ge)個(ge)我們做好(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)考(kao)(kao)(kao)評(ping)(ping)(ping)(ping)評(ping)(ping)(ping)(ping)價(jia)(jia)，考(kao)(kao)(kao)評(ping)(ping)(ping)(ping)評(ping)(ping)(ping)(ping)價(jia)(jia)名次不(bu)但是(shi)史料考(kao)(kao)(kao)證大(da)(da)(da)型(xing)(xing)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)好(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)名次，也是(shi)教學內(nei)容涉及到(dao)大(da)(da)(da)型(xing)(xing)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)好(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)(hao)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)的(de)(de)(de)生(sheng)活(huo)(huo)大(da)(da)(da)招(zhao)(zhao)(zhao)(zhao)(zhao)招(zhao)(zhao)(zhao)(zhao)(zhao)式(shi)(shi)考(kao)(kao)(kao)評(ping)(ping)(ping)(ping)評(ping)(ping)(ping)(ping)價(jia)(jia)名次。

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