實踐(jian)教學室(shi)控規(gui)示教區(qu)(qu)(qu)、運作區(qu)(qu)(qu)、探(tan)討一下區(qu)(qu)(qu)、原(yuan)輔料(liao)安全管理區(qu)(qu)(qu)、更衣室(shi)區(qu)(qu)(qu)、咨詢(xun)服務(wu)區(qu)(qu)(qu)：

1.示教區：所在區(qu)域由電(dian)源(yuan)適(shi)配(pei)器的(de)(de)有(you)(you)(you)效(xiao)掌(zhang)控(kong)體(ti)姿、多網絡新聞的(de)(de)有(you)(you)(you)效(xiao)掌(zhang)控(kong)器接線(xian)圖、音響喇(la)叭軟件系(xi)統的(de)(de)、螢幕的(de)(de)有(you)(you)(you)效(xiao)掌(zhang)控(kong)器接線(xian)圖、電(dian)動四輪窗(chuang)簾布的(de)(de)有(you)(you)(you)效(xiao)掌(zhang)控(kong)器接線(xian)圖等(deng)包含、計(ji)算方(fang)法機軟件系(xi)統的(de)(de)、LAN網系(xi)統及視頻(pin)監控(kong)系(xi)統構成(cheng)。模擬(ni)現代制造(zao)企業管理，使管理者（老師）通(tong)(tong)過集中管理設備，管理工(gong)(gong)(gong)作(zuo)室內設備的(de)(de)電(dian)源(yuan)、工(gong)(gong)(gong)作(zuo)狀態(tai)，以(yi)(yi)及通(tong)(tong)過網絡數(shu)據(ju)匯(hui)總監控(kong)工(gong)(gong)(gong)業網絡數(shu)據(ju)。除此之外，在教(jiao)學(xue)(xue)過程中完整地(di)配(pei)備了多媒體(ti)教(jiao)學(xue)(xue)有(you)(you)(you)關設備，通(tong)(tong)過投影系(xi)統可以(yi)(yi)展示(shi)任(ren)務課(ke)程教(jiao)學(xue)(xue)中的(de)(de)難點(dian)。配(pei)套的(de)(de)視頻(pin)系(xi)統可以(yi)(yi)讓管理者集中監視工(gong)(gong)(gong)作(zuo)室每(mei)個角落的(de)(de)工(gong)(gong)(gong)作(zuo)情(qing)況(kuang)，并且可以(yi)(yi)通(tong)(tong)過視頻(pin)展示(shi)每(mei)一個學(xue)(xue)員(yuan)(yuan)的(de)(de)工(gong)(gong)(gong)作(zuo)成(cheng)果(guo)(guo)，方(fang)便教(jiao)學(xue)(xue)成(cheng)果(guo)(guo)展示(shi)和(he)學(xue)(xue)員(yuan)(yuan)評價(jia)。

2.化(hua)學工(gong)業電(dian)器設備(bei)會(hui)自動化技術(shu)技能效果融(rong)合化培(pei)訓室“實訓操(cao)作區”建設：

該生(sheng)產設備是(shi)按照歐洲國家(jia)人工(gong)(gong)(gong)(gong)成本費教(jiao)(jiao)育資源與(yu)生(sheng)活(huo)維護部《技(ji)術(shu)工(gong)(gong)(gong)(gong)高等院校工(gong)(gong)(gong)(gong)學(xue)相結合(he)(he)課程(cheng)內(nei)容(rong)(rong)(rong)教(jiao)(jiao)學(xue)活(huo)動改革措(cuo)施全面推廣工(gong)(gong)(gong)(gong)作(zuo)上神器任務措(cuo)施》設置，致力于(yu)典范工(gong)(gong)(gong)(gong)作(zuo)上神器任務神器任務（即FMS）確(que)定(ding)課程(cheng)目標，選擇(ze)課程(cheng)內(nei)容(rong)(rong)(rong)，制定(ding)專業(ye)教(jiao)(jiao)學(xue)計(ji)劃，根據國家(jia)職業(ye)標準中(zhong)相關內(nei)容(rong)(rong)(rong)，將(jiang)(jiang)機(ji)電工(gong)(gong)(gong)(gong)學(xue)結合(he)(he)中(zhong)有(you)關“電氣控制技(ji)術(shu)”、“可編程(cheng)序(xu)設計(ji)師”通過工(gong)(gong)(gong)(gong)作(zuo)任務的(de)(de)(de)(de)(de)訓練有(you)機(ji)結合(he)(he)在一(yi)起，實(shi)現將(jiang)(jiang)典型工(gong)(gong)(gong)(gong)作(zuo)任務量化為(wei)多(duo)各(ge)子任務，循(xun)序(xu)漸進的(de)(de)(de)(de)(de)貫徹(che)以任務引領、項目驅(qu)動、模塊化教(jiao)(jiao)學(xue)的(de)(de)(de)(de)(de)新理念，遵循(xun)教(jiao)(jiao)學(xue)規律，利用多(duo)媒體教(jiao)(jiao)學(xue)、網絡教(jiao)(jiao)學(xue)及情景化教(jiao)(jiao)學(xue)的(de)(de)(de)(de)(de)先進手段，將(jiang)(jiang)復(fu)雜的(de)(de)(de)(de)(de)知識點簡單化，深奧的(de)(de)(de)(de)(de)理論(lun)點明晰化，貼(tie)近實(shi)際的(de)(de)(de)(de)(de)企業(ye)工(gong)(gong)(gong)(gong)作(zuo)內(nei)容(rong)(rong)(rong)與(yu)流程(cheng)，將(jiang)(jiang)實(shi)訓車間與(yu)企業(ye)、實(shi)訓老師與(yu)企業(ye)職員、實(shi)訓內(nei)容(rong)(rong)(rong)與(yu)工(gong)(gong)(gong)(gong)作(zuo)任務真正(zheng)融合(he)(he)為(wei)一(yi)，達到工(gong)(gong)(gong)(gong)學(xue)結合(he)(he)教(jiao)(jiao)學(xue)目的(de)(de)(de)(de)(de)。

PLC招(zhao)(zhao)式(shi)事(shi)(shi)業(ye)(ye)島是(shi)擁有多(duo)(duo)個(ge)PLC招(zhao)(zhao)式(shi)的(de)(de)(de)(de)實踐教(jiao)學(xue)的(de)(de)(de)(de)操(cao)作(zuo)(zuo)成(cheng)(cheng)就的(de)(de)(de)(de)三(san)人組(zu)合體，將手(shou)觸屏(ping)、交流軟無(wu)法(fa)、感知器水(shui)(shui)平性、汽動(dong)電子(zi)器件等多(duo)(duo)種類(lei)水(shui)(shui)平性通(tong)過(guo)切合應用；PLC招(zhao)(zhao)式(shi)事(shi)(shi)業(ye)(ye)島的(de)(de)(de)(de)桌(zhuo)體選擇三(san)邊造型(xing)，最合適六人幾組(zu)通(tong)過(guo)團體合作(zuo)(zuo)實踐教(jiao)學(xue)；PLC招(zhao)(zhao)式(shi)事(shi)(shi)業(ye)(ye)島以(yi)效(xiao)率(lv)激(ji)發為夢想，設計構思有“基(ji)礎條件的(de)(de)(de)(de)操(cao)作(zuo)(zuo)成(cheng)(cheng)就模(mo)板的(de)(de)(de)(de)代碼學(xue)習(xi)(xi)接線(xian)(xian)程序”、“自動(dong)式(shi)化妝調(diao)子(zi)的(de)(de)(de)(de)操(cao)作(zuo)(zuo)成(cheng)(cheng)就裝(zhuang)置的(de)(de)(de)(de)安(an)裝(zhuang)程序接線(xian)(xian)程序”、“三(san)相(xiang)電異(yi)步電動(dong)伸縮機無(wu)法(fa)操(cao)縱(zong)”、“手(shou)觸屏(ping)鏡頭(tou)定制與組(zu)態(tai)”、“原(yuan)物料(liao)送揀的(de)(de)(de)(de)操(cao)作(zuo)(zuo)成(cheng)(cheng)就模(mo)板的(de)(de)(de)(de)代碼學(xue)習(xi)(xi)接線(xian)(xian)程序”、“智力內(nei)存(cun)的(de)(de)(de)(de)操(cao)作(zuo)(zuo)成(cheng)(cheng)就模(mo)板的(de)(de)(de)(de)代碼學(xue)習(xi)(xi)接線(xian)(xian)程序”等典型(xing)案例事(shi)(shi)業(ye)(ye)的(de)(de)(de)(de)操(cao)作(zuo)(zuo)成(cheng)(cheng)就。

每家(jia)明顯(xian)事業責(ze)任(ren)(ren)中(zhong)間有其內(nei)在(zai)相(xiang)關內(nei)容，在(zai)基礎條件(jian)責(ze)任(ren)(ren)模(mo)式化(hua)上，重(zhong)要對(dui)(dui)(dui)於PLC入對(dui)(dui)(dui)的基礎編程實訓；在(zai)自動化(hua)裝調子任(ren)(ren)務(wu)中(zhong)，可(ke)以(yi)(yi)進(jin)行任(ren)(ren)務(wu)組裝與調試(shi)，訓練學生(sheng)的動手能力；三相(xiang)異步(bu)電機(ji)任(ren)(ren)務(wu)控(kong)制(zhi)符合對(dui)(dui)(dui)電工的基本實訓內(nei)容，也可(ke)以(yi)(yi)通(tong)過(guo)PLC控(kong)制(zhi)；物料送揀任(ren)(ren)務(wu)的編程調試(shi)加(jia)深對(dui)(dui)(dui)PLC、傳感器、變頻器等(deng)多種元(yuan)件(jian)的綜合運(yun)用(yong)；智能存儲(chu)任(ren)(ren)務(wu)模(mo)型是(shi)通(tong)過(guo)對(dui)(dui)(dui)伺服電機(ji)、步(bu)進(jin)電機(ji)、PLC模(mo)擬量的學習，掌握伺服、步(bu)進(jin)原理(li)及PLC的高級(ji)應(ying)用(yong)技術；總之，該系統(tong)涵蓋了維修電工的初級(ji)、中(zhong)級(ji)、高級(ji)及部分(fen)技師實訓內(nei)容，充分(fen)體現一體化(hua)技能的重(zhong)要性，利于培養學生(sheng)的開拓創新的思維模(mo)式。

3.不同用戶組實際上專業課程使用需求量身訂做開發實踐儀器的參數表與數量統計。