Based on the analysis of the practical and operational characteristics of Programmable Controller and the psychological characteristics of secondary vocational students, this paper takes heuristic interactive teaching as the foundation of task-driven teaching, and adopts task-driven teaching in the form of easy to difficult, shallow to deep, and step by step. With typical, clear and operable tasks and scientific evaluation system as the guarantee and blueprint of task-driven method, good teaching effect has been achieved. Programmable controller is an industrial control device developed in the 1960s. It scientifically combines microelectronics technology, computer technology, automatic control technology and communication technology, and develops into a leading control product of modern industrial automation control system. This determines that the programmable controller has the following characteristics for learners: first, it has a strong ability to install and design electric drive circuit; second, it has a strong logical thinking ability and programming ability; third, it has the ability to closely link with production practice and solve practical problems; fourth, it has the ability to study hard, cooperate independently and explore innovation. Professional literacy ability. Therefore, how to integrate theory and practice, reconstruct knowledge and skills, and highlight the training of skills and professional qualities in the atmosphere of learning by doing and doing has always been a topic for our vocational educators to explore. In the absence of specific routines as the carrier of knowledge and skills dissemination, teaching is a combination of teachers, blackboards, chalk and multimedia. Teachers teach by force and students learn passively. Teachers speak with flying eyebrows on the platform and students listen muddleheaded under the platform. Then the learning effect can be imagined. Although project teaching method is also adopted to teach, it is also a mere formality. Students just mechanically input the teacher’s program or the standard program in books into the computer. They have not trained the students’logical thinking ability and the ability to find and solve problems. They have completely lost the “programming” in the programmable controller. “The original intention. “Task-driven teaching method” is a teaching method based on the theory of constructivism. It transforms the idea that teachers mainly teach knowledge into a multi-dimensional interactive teaching idea that students learn knowledge and improve their skills in accomplishing tasks, and takes students’inquiry-based knowledge and skills with strong practicality and operability. Learning to stimulate students’learning state. This teaching method can stimulate students’interest in learning, cultivate students’ ability to discover, analyze and solve problems, and improve students’ability to learn independently and cooperate with others.
Many secondary vocational school students do not develop good learning habits, resulting in the lack of independent learning, independent thinking and logical thinking ability of some students. It is not feasible to adopt task-driven teaching method at the beginning of the course.
Because people’s understanding of objective things is a step-by-step process from simplicity to complexity, from low-level to high-level, from intuition to abstraction, so in the early stage of task-driven teaching, I mostly use heuristic interactive teaching method to train students’logical thinking and problem-solving ability step by step, so as to pave the way for task-driven teaching. 。 Interest is an important factor to induce students’learning motivation and motivate them to learn. Because secondary vocational school students are not interested in static text or pictures, and there are many difficult and boring professional vocabulary in PLC, students have a sense of fear when they get textbooks, so the success of the first lecture directly determines the popularity of this course among students. I adopt the method of avoiding the heavy and lightening the light and taking refuge easily to carry out the first lesson. I stimulate students’interest and learning desire by demonstrating common flashlights, timing switches, running lights, neon lights, etc., which are of interest to students, and play a multiplier role for the follow-up teaching. In the process of teaching, I always regard heuristic interactive teaching mode as the first choice. That is to say, in a task, the teacher does not directly give the program to the students to practice, nor completely let the students do independent programming. Instead, the teacher guides the students to design the program with the idea of industrial field. Through constant inspiration and revision by teachers, students have perfected the program in constant thinking and discussion, which means they have learned to program, exercised logical thinking and mastered knowledge and skills. For example, when teaching the application of timer, we use the flow lamp routine as task driver. In the compilation of the program, the idea of design is carried out, so that students’thinking and teachers closely follow each other, the program from simple to complex, from single to complex.
Through such many training, students’logical thinking is slowly cultivated, their programming ability is gradually improved, their knowledge is firmly grasped, their interest in learning and self-confidence are greatly satisfied, and the teaching effect is achieved, which paves the way for the later use of task-driven method. After doing the preparatory work well, task-driven teaching method can be carried out. In task-driven teaching, I think the design of tasks is very important. Tasks should be clear and operable.
Meanwhile, there should be a step-by-step thinking from simplicity to difficulty. When the “tasks” are completed, the students will get a sense of satisfaction and achievement, which can further stimulate their thirst for knowledge and gradually form a virtuous cycle of “task-driven”. On this basis, I compiled a task-driven book as the main line of task-driven, in which 36 typical tasks were selected for teaching. In the process of accomplishing these tasks, students not only grasp knowledge and methods, but also develop logical thinking and operational skills. The new curriculum standard points out that classroom teaching should establish an evaluation system to promote students’all-round development. So I pay attention to the communication and cooperation between teachers and students, students and students in the design task evaluation book, not only let students listen to the views of teachers, but also let teachers listen to the views of students, so the evaluation system mainly includes the following contents: task analysis, knowledge focus, I/O port allocation and explanation, etc. Circuit schematic wiring, programming, task knowledge description, self-evaluation, team member evaluation, teacher evaluation, analysis and Reflection on the task, etc. This open evaluation system enables students to have different programming ideas and methods for solving the same task. At the same time, we can see the specific situation and solutions of students’accomplishment of the task through the task book, grasp the typical, follow the good lead, and achieve the goal of improving the whole class together. Practice has proved that this task-driven method can better stimulate the potential of students, exercise clear ideas, expand the ideological imprisonment, and cultivate a good sense of innovation. With tasks and evaluation forms that meet the characteristics of students and have clear tasks, I think task-driven implementation is the key.
Therefore, we should pay attention to the application of “independence”, “cooperation” and “sharing” in classroom implementation. Independence means solving problems independently. Secondary vocational schools train skilled workers working in the production line. They will encounter a variety of problems in the future. If we do not cultivate the ability of solving problems independently in the school classroom, we will be confused when we go to work. Task-driven method is very effective in cultivating students’abilities in this respect. In class, I ask students to complete each task conscientiously and independently. When they encounter problems, they first solve problems independently through books or network resources, and secondly, they ask teachers or classmates to help solve problems through collaboration. Collaboration means bringing team strength into play. In recent years, some enterprises in Dongguan have taken employee teamwork as an important evaluation index when recruiting. Employees who can not work together and communicate effectively will be eliminated by employers. In the implementation of task-driven method, according to individual differences, I grouped six categories of students: strong and weak hands-on ability, strong and weak logical thinking ability, and strong and weak learning initiative, so as to achieve the effect of complementary advantages and disadvantages and common progress. Sharing is the exchange of learning between the same group or the whole class. I think some secondary vocational school students have a strong sense of inferiority.
They often talk loudly after class and are silent in class. I can cultivate students’sense of achievement, pride, language expression and good interpersonal relationship by sharing and exchanging learning results and programming thinking among groups or the whole class. Through continuous reform and innovation, a complete series of heuristic interactive teaching and task-driven teaching methods have been formed and put into action.
Through two years of practice, it has been proved that this teaching mode is effective and worth popularizing, because the learning effect of students is the best proof. Firstly, 30% of the students in the class can not only independently complete the task of teaching, but also make the programming of optoelectronic equipment more flexible, and cultivate the students’ability of self-learning and self-exploration. Secondly, 50% of the students in the class can use their own way of thinking to compile programs with the same effect but different programming, which cultivates students’divergent thinking and innovative consciousness. Thirdly, 20% of the students in the class are lack of subjective initiative because of the basic deviation, but they also master the elementary and simple procedures through the team cooperation mode. In the teaching process of Programmable Controller, we continue to innovate and improve the teaching contents and methods, closely link with the reality of life, thermostatic element make full use of teaching resources, fully mobilize students’subjective initiative, make “I want to learn” into “I want to learn” learning atmosphere become normal, so as to improve the teaching quality of this course. Quantity, training Mechatronics professionals to meet the needs of society.