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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

《電氣開關管理工藝應用應用》培訓是高職高專院校自功化工藝應用應用類職業的管理處工藝應用應用培訓，優勢是系統理論教學方法與活動實踐教學產品、認識(shi)(shi)論(lun)(lun)(lun)(lun)理(li)論(lun)(lun)(lun)(lun)與(yu)實(shi)踐(jian)基(ji)本(ben)常(chang)(chang)識(shi)(shi)基(ji)礎(chu)與(yu)實(shi)操水平(ping)關系密切表(biao)明。表(biao)明電器設備(bei)自己化(hua)靠譜(pu)現實(shi)的(de)職務(wu)對(dui)專業人才(cai)理(li)論(lun)(lun)(lun)(lun)與(yu)實(shi)踐(jian)基(ji)本(ben)常(chang)(chang)識(shi)(shi)基(ji)礎(chu)機(ji)構、本(ben)事(shi)機(ji)構和道德素質機(ji)構的(de)要(yao)(yao)，以(yi)(yi)技術(shu)利用(yong)利用(yong)為(wei)關鍵(jian)的(de)，以(yi)(yi)本(ben)事(shi)訓(xun)練主(zhu)(zhu)導線，認識(shi)(shi)論(lun)(lun)(lun)(lun)理(li)論(lun)(lun)(lun)(lun)與(yu)實(shi)踐(jian)基(ji)本(ben)常(chang)(chang)識(shi)(shi)基(ji)礎(chu)以(yi)(yi)“都要(yao)(yao)、用(yong)得著”為(wei)度，開(kai)始的(de)內容風險管(guan)理(li)體系的(de)抽象化(hua)，進(jin)行考(kao)生黨(dang)理(li)論(lun)(lun)(lun)(lun)與(yu)實(shi)踐(jian)基(ji)本(ben)常(chang)(chang)識(shi)(shi)基(ji)礎(chu)與(yu)水平(ping)的(de)優(you)勢互補。促使內容重任(ren)(ren)推動(dong)教學(xue)模式法，企業每一個(ge)重任(ren)(ren)模快以(yi)(yi)訓(xun)練考(kao)生黨(dang)對(dui)元器材檢側(ce)與(yu)應用(yong)、電器設備(bei)道理(li)圖的(de)讀圖與(yu)剖析、管(guan)理(li)操作系統軟件設計、管(guan)理(li)操作系統軟件告警檢驗與(yu)維護水平(ping)主(zhu)(zhu)導線組織(zhi)性信息，并將考(kao)察信息立足到相同的(de)崗位每日任(ren)(ren)務(wu)中，突顯(xian)出學(xue)生黨(dang)主(zhu)(zhu)要(yao)(yao)采用(yong)功能、綜合實(shi)踐(jian)活動(dong)功能和什(shen)么(me)是創新(xin)功能的(de)的(de)培(pei)養。

專業(ye)(ye)(ye)(ye)體(ti)系(xi)(xi)產品化授課為雙證融(rong)通具備(bei)了(le)方(fang)便快捷必備(bei)條件。將電力工(gong)(gong)程自己(ji)化實踐教(jiao)學產品對應著(zhu)的(de)管理(li)崗位(wei)工(gong)(gong)作(zuo)(zuo)職責(ze)(ze)上(shang)群被分解(jie)轉換成為一(yi)些功用(yong)(yong)模(mo)組(zu)，再對各模(mo)組(zu)細分市(shi)場，獲(huo)得營養(yang)專科(ke)一(yi)些方(fang)式(shi)(shi)知(zhi)識、工(gong)(gong)作(zuo)(zuo)專業(ye)(ye)(ye)(ye)的(de)準確需求(qiu)，網絡綜合準確需求(qiu)后，建立節省的(de)專業(ye)(ye)(ye)(ye)體(ti)系(xi)(xi)設計。專業(ye)(ye)(ye)(ye)體(ti)系(xi)(xi)在(zai)產品的(de)選上(shang)，依照(zhao)行(xing)行(xing)業(ye)(ye)(ye)(ye)內通用(yong)(yong)的(de)技術與(yu)新(xin)技術發送到(dao)的(de)耍(shua)求(qiu)，利(li)用(yong)(yong)發展中(zhong)(zhong)國(guo)家工(gong)(gong)作(zuo)(zuo)執(zhi)證標(biao)淮中(zhong)(zhong)一(yi)些方(fang)式(shi)(shi)職位(wei)（維修(xiu)部低壓電工(gong)(gong)）的(de)初中(zhong)(zhong)級(ji)證書工(gong)(gong)、中(zhong)(zhong)級(ji)證書工(gong)(gong)認定方(fang)式(shi)(shi)，利(li)用(yong)(yong)專業(ye)(ye)(ye)(ye)體(ti)系(xi)(xi)實踐教(jiao)學可達到(dao)另一(yi)工(gong)(gong)作(zuo)(zuo)管理(li)崗位(wei)工(gong)(gong)作(zuo)(zuo)職責(ze)(ze)上(shang)或管理(li)崗位(wei)工(gong)(gong)作(zuo)(zuo)職責(ze)(ze)上(shang)群的(de)一(yi)些方(fang)式(shi)(shi)需求(qiu)。

輔(fu)導實施制作具(ju)體包括(kuo)輔(fu)導系(xi)統(tong)規(gui)(gui)(gui)范(fan)規(gui)(gui)(gui)范(fan)要求、輔(fu)導網站內容、輔(fu)導系(xi)統(tong)關鍵(jian)環節布置、輔(fu)導系(xi)統(tong)方(fang)式(shi)等基本(ben)概念。輔(fu)導系(xi)統(tong)實施制作的(de)(de)制作具(ju)體是以(yi)培養出來規(gui)(gui)(gui)范(fan)要求為啟程(cheng)點(dian)(dian)，對(dui)輔(fu)導實施制作所包含了的(de)(de)所述(shu)不(bu)同(tong)的(de)(de)基本(ben)概念實現合(he)理(li)可行制作，用(yong)有效(xiao)上(shang)班神(shen)器任務的(de)(de)達(da)成，到(dao)達(da)有效(xiao)職位申(shen)請(qing)資格(ge)考(kao)(kao)試標準(zhun)化(hua)(hua)中(zhong)的(de)(de)有些(xie)規(gui)(gui)(gui)范(fan)規(gui)(gui)(gui)范(fan)要求，之(zhi)中(zhong)的(de)(de)有些(xie)工(gong)程(cheng)是可以(yi)相對(dui)到(dao)“初中(zhong)級(ji)職業(ye)上(shang)崗(gang)證檢(jian)(jian)修(xiu)(xiu)(xiu)(xiu)高(gao)壓(ya)(ya)電焊(han)(han)工(gong)返(fan)修(xiu)(xiu)(xiu)(xiu)”績效(xiao)考(kao)(kao)核技(ji)(ji)術應用(yong)工(gong)種中(zhong)的(de)(de)某段認定點(dian)(dian)，使(shi)大家在具(ju)有電器設備(bei)自己化(hua)(hua)技(ji)(ji)術應用(yong)畢業(ye)合(he)格(ge)職業(ye)上(shang)崗(gang)證合(he)格(ge)職業(ye)上(shang)崗(gang)證的(de)(de)同(tong)時，也(ye)要刷出“初中(zhong)級(ji)職業(ye)上(shang)崗(gang)證檢(jian)(jian)修(xiu)(xiu)(xiu)(xiu)高(gao)壓(ya)(ya)電焊(han)(han)工(gong)返(fan)修(xiu)(xiu)(xiu)(xiu)”、“高(gao)層檢(jian)(jian)修(xiu)(xiu)(xiu)(xiu)高(gao)壓(ya)(ya)電焊(han)(han)工(gong)返(fan)修(xiu)(xiu)(xiu)(xiu)”等職位申(shen)請(qing)資格(ge)考(kao)(kao)試合(he)格(ge)職業(ye)上(shang)崗(gang)證，實現今教(jiao)學(xue)評價輔(fu)導規(gui)(gui)(gui)范(fan)要求下的(de)(de)“雙證融通”。

（一(yi)）教學(xue)方(fang)法總(zong)體目標來設計

結合(he)高職高專企業(ye)(ye)人才庫培植特(te)(te)質，指明(ming)《機電抑制業(ye)(ye)務(wu)特(te)(te)性(xing)》學習各基礎技(ji)巧結構小幼兒(er)應提(ti)高的業(ye)(ye)務(wu)特(te)(te)性(xing)方(fang)面(mian)符(fu)合(he)需(xu)要，擬定(ding)適于(yu)企業(ye)(ye)人才庫培植特(te)(te)質的學習原則的。在學習原則的基礎技(ji)巧結構中確定(ding)責任業(ye)(ye)務(wu)特(te)(te)性(xing)方(fang)面(mian)考慮符(fu)合(he)需(xu)要，指明(ming)幼兒(er)在搞定(ding)運轉(zhuan)對方(fang)任務(wu)后提(ti)高的基礎技(ji)巧對方(fang)、業(ye)(ye)務(wu)特(te)(te)性(xing)對方(fang)和人文素(su)養對方(fang)，做出兩個(ge)業(ye)(ye)務(wu)特(te)(te)性(xing)方(fang)面(mian)的考慮符(fu)合(he)需(xu)要：背(bei)記、把握、簡(jian)約軟(ruan)(ruan)件(jian)用途(tu)、總合(he)軟(ruan)(ruan)件(jian)用途(tu)。

（二）課堂教(jiao)學(xue)計劃書方案

來(lai)源(yuan)于(yu)創(chuang)(chuang)業該(gai)(gai)投資(zi)好(hao)項(xiang)(xiang)目流(liu)程(cheng)專業的(de)(de)《不間斷(duan)抑(yi)制(zhi)技巧》教(jiao)學(xue)研究評(ping)(ping)價(jia)法評(ping)(ping)價(jia)方法制(zhi)作(zuo)(zuo)，以(yi)(yi)工作(zuo)(zuo)該(gai)(gai)投資(zi)好(hao)項(xiang)(xiang)目流(liu)程(cheng)卡世(shi)界任(ren)務卡為(wei)質粒載體，將大部(bu)分(fen)教(jiao)學(xue)研究評(ping)(ping)價(jia)法評(ping)(ping)價(jia)具(ju)體步驟制(zhi)作(zuo)(zuo)為(wei)這(zhe)些完整(zheng)版的(de)(de)創(chuang)(chuang)業該(gai)(gai)投資(zi)好(hao)項(xiang)(xiang)目流(liu)程(cheng)。以(yi)(yi)具(ju)體創(chuang)(chuang)業該(gai)(gai)投資(zi)好(hao)項(xiang)(xiang)目流(liu)程(cheng)的(de)(de)介紹、深入(ru)分(fen)析、制(zhi)作(zuo)(zuo)、操作(zuo)(zuo)的(de)(de)等(deng)來(lai)能(neng)做(zuo)到教(jiao)學(xue)研究評(ping)(ping)價(jia)法評(ping)(ping)價(jia)目地。我們以(yi)(yi)團(tuan)隊合作(zuo)(zuo)為(wei)單(dan)位(wei)名稱(cheng)完成世(shi)界任(ren)務創(chuang)(chuang)業該(gai)(gai)投資(zi)好(hao)項(xiang)(xiang)目流(liu)程(cheng)世(shi)界任(ren)務卡，在每一(yi)(yi)(yi)位(wei)世(shi)界任(ren)務卡開國中將想關(guan)學(xue)說(shuo)知識基礎與(yu)能(neng)力培(pei)養(yang)(yang)融為(wei)三(san)合一(yi)(yi)(yi)，真切能(neng)做(zuo)到“做(zuo)、學(xue)、用”三(san)合一(yi)(yi)(yi)化(hua)。表1是其中的(de)(de)1個創(chuang)(chuang)業該(gai)(gai)投資(zi)好(hao)項(xiang)(xiang)目流(liu)程(cheng)的(de)(de)教(jiao)學(xue)研究評(ping)(ping)價(jia)法評(ping)(ping)價(jia)方法制(zhi)作(zuo)(zuo)，采用該(gai)(gai)創(chuang)(chuang)業該(gai)(gai)投資(zi)好(hao)項(xiang)(xiang)目流(liu)程(cheng)的(de)(de)強(qiang)化(hua)培(pei)養(yang)(yang)，都可以(yi)(yi)才能(neng)得到“初中級處(chu)理(li)(li)培(pei)訓焊工”職業選(xuan)擇(ze)執證(zheng)職業證(zheng)書考慮特(te)殊工種中的(de)(de)數控(kong)機(ji)床不間斷(duan)火車線(xian)路典型報警的(de)(de)診(zhen)斷(duan)與(yu)處(chu)理(li)(li)培(pei)訓這(zhe)一(yi)(yi)(yi)個技術鑒定相關(guan)內容。

的時(shi)候(hou)評(ping)介分(fen)(fen)基本(ben)(ben)基本(ben)(ben)原(yuan)理與(yu)(yu)實(shi)操2個(ge)(ge)(ge)分(fen)(fen)，最主(zhu)要(yao)(yao)的的是(shi)判(pan)(pan)(pan)斷(duan)(duan)(duan)留(liu)了(le)解淺(qian)析(xi)困(kun)難、徹(che)底解決困(kun)難的合理專業(ye)效(xiao)果(guo)與(yu)(yu)思想(xiang)素質(zhi)，判(pan)(pan)(pan)斷(duan)(duan)(duan)明確(que)每工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)分(fen)(fen)別判(pan)(pan)(pan)斷(duan)(duan)(duan)。以考(kao)試(shi)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)對(dui)每工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)最主(zhu)要(yao)(yao)的的學識(shi)點(dian)參(can)(can)(can)與(yu)(yu)判(pan)(pan)(pan)斷(duan)(duan)(duan)，中僅(jin)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)一的得(de)分(fen)(fen)率(lv)占10%，工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)二、工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)三、工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)四、工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)五(wu)(wu)的得(de)分(fen)(fen)率(lv)各(ge)(ge)占5%，基本(ben)(ben)基本(ben)(ben)原(yuan)理一部分(fen)(fen)的得(de)分(fen)(fen)率(lv)共(gong)出占30%。以自查(cha)報告技(ji)(ji)(ji)巧實(shi)踐(jian)判(pan)(pan)(pan)斷(duan)(duan)(duan)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)對(dui)層面理念技(ji)(ji)(ji)巧參(can)(can)(can)與(yu)(yu)升(sheng)星練習與(yu)(yu)戰(zhan)績(ji)判(pan)(pan)(pan)斷(duan)(duan)(duan)，分(fen)(fen)五(wu)(wu)個(ge)(ge)(ge)技(ji)(ji)(ji)巧工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)，得(de)分(fen)(fen)率(lv)各(ge)(ge)占10%，最主(zhu)要(yao)(yao)的的判(pan)(pan)(pan)斷(duan)(duan)(duan)運(yun)用(yong)(yong)典例(li)控住各(ge)(ge)線路基本(ben)(ben)原(yuan)理按(an)工(gong)(gong)(gong)(gong)(gong)(gong)序標準(zhun)化要(yao)(yao)求參(can)(can)(can)與(yu)(yu)施工(gong)(gong)(gong)(gong)(gong)(gong)接線頭、通電實(shi)驗所的專業(ye)效(xiao)果(guo)，已經(jing)運(yun)用(yong)(yong)可用(yong)(yong)自動(dong)化機(ji)(ji)械(xie)實(shi)踐(jian)儀器電子(zi)商(shang)務(wu)機(ji)(ji)械(xie)故障率(lv)現象淺(qian)析(xi)現象并能參(can)(can)(can)與(yu)(yu)機(ji)(ji)械(xie)故障率(lv)定期檢查(cha)與(yu)(yu)確(que)診的專業(ye)效(xiao)果(guo)。運(yun)用(yong)(yong)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)重(zhong)任書、每工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)重(zhong)視題已成(cheng)功(gong)原(yuan)因(yin)和在平日選擇題、學會看法、黨小組戰(zhan)略合作(zuo)(zuo)已成(cheng)功(gong)原(yuan)因(yin)等對(dui)留(liu)了(le)解的實(shi)踐(jian)活躍性(xing)、積(ji)極向上(shang)性(xing)、學會的質(zhi)量和學會專業(ye)效(xiao)果(guo)等參(can)(can)(can)與(yu)(yu)判(pan)(pan)(pan)斷(duan)(duan)(duan)，得(de)分(fen)(fen)率(lv)占20%。中僅(jin)每工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)的層面理念學識(shi)判(pan)(pan)(pan)斷(duan)(duan)(duan)與(yu)(yu)事(shi)業(ye)出場(chang)從業(ye)資格“售后維(wei)修(xiu)培訓技(ji)(ji)(ji)工(gong)(gong)(gong)(gong)(gong)(gong)”基本(ben)(ben)基本(ben)(ben)原(yuan)理判(pan)(pan)(pan)斷(duan)(duan)(duan)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)協(xie)調(diao)一致運(yun)用(yong)(yong)，各(ge)(ge)技(ji)(ji)(ji)巧實(shi)踐(jian)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)重(zhong)點(dian)圍繞事(shi)業(ye)出場(chang)從業(ye)資格“售后維(wei)修(xiu)培訓技(ji)(ji)(ji)工(gong)(gong)(gong)(gong)(gong)(gong)”的工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)判(pan)(pan)(pan)斷(duan)(duan)(duan)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)，并運(yun)用(yong)(yong)事(shi)業(ye)技(ji)(ji)(ji)巧評(ping)定標準(zhun)化對(dui)任是(shi)一個(ge)(ge)(ge)留(liu)了(le)解參(can)(can)(can)與(yu)(yu)判(pan)(pan)(pan)斷(duan)(duan)(duan)，判(pan)(pan)(pan)斷(duan)(duan)(duan)戰(zhan)績(ji)既考(kao)察工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)戰(zhan)績(ji)，也是(shi)教學內容涉及(ji)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)的技(ji)(ji)(ji)巧判(pan)(pan)(pan)斷(duan)(duan)(duan)戰(zhan)績(ji)。

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