This paper studies the practical teaching system of programmable controller application technology course in Higher Vocational Colleges Based on CDIO engineering education mode. This paper expounds the main problems existing in the practical teaching of programmable controller in Higher Vocational colleges, puts forward the construction and methods of the practical teaching system based on CDIO mode, and designs the practical teaching which integrates “conception-design-implementation-operation”. The course of PLC application technology is a practical and comprehensive professional course in Higher Vocational colleges. It is closely related to engineering practice.
Therefore, it is very important to strengthen the practical teaching link. It can not only enable students to understand and master the principle and application of PLC more deeply, but also cultivate students’practical ability and practical operation ability. Engineering consciousness, strong practical ability and keen innovation ability [1]. CDIO Engineering Education Model represents Conceive, Design, Implement and Operate [2]. Conceptual stage – clear task and task preparation, that is, to make students understand what they do; design stage – project implementation plan design, that is, to design project implementation plan by students themselves; implementation stage – project implementation, that is, to complete the project by students themselves; operation stage – project evaluation, according to task requirements, to learn Evaluation and feedback on student completion. The introduction of CDIO mode into the experimental teaching of PLC applied technology course breaks the traditional experimental teaching mode, no longer centering on teachers and doing validation experiments, but requires students to design and complete the experimental content independently, so as to realize the transformation from passive education to students’independent innovation, design and implementation [3]. For a long time, due to the influence of traditional educational concepts, some higher vocational colleges attach importance to theoretical knowledge imparting and neglect the training of practical ability, ignoring the position and role of experimental teaching in Higher Vocational colleges. It is believed that experimental teaching is an appendage of theoretical teaching, which serves or is dispensable for theoretical teaching. Traditional experimental teaching emphasizes on the verification of the knowledge learned, the review of theoretical knowledge and the training of general experimental operation skills. There are more general operational experiments and fewer comprehensive design experiments. In the experimental method, the laboratory staff still prepare the relevant instruments and equipment. Students only need to carry out the experiment according to the teacher’s teaching requirements and the procedures and steps prescribed in the experimental instruction.
During the whole experiment, the students study passively and lack independent thinking and creative thinking, which results in students’interest and enthusiasm in learning. High [4]. The construction of practical teaching system is an important part of practical teaching. How to make full use of the hardware resources of the training room and build a scientific and reasonable practical teaching system are the problems faced by practical teaching. This paper puts forward a hierarchical practical teaching system based on the working process of developing the PLC application system based on CDIO mode. The purpose of this experiment is to consolidate and deepen the understanding and mastery of the theoretical knowledge of this course, focusing on training students to master the basic experimental methods and skills. The experimental content focuses on the comprehensive application of the knowledge learned. Taking typical products or engineering projects as the carrier, this paper puts forward the tasks and requirements of experimental training, gives the functions and technical indicators of PLC control system, and makes the implementation plan of experimental training by students themselves, and completes the experimental tasks, so as to cultivate students’ ability to analyze and solve problems. Students are trained to participate in various activities such as scientific research in innovation, production practice and competitions in PLC projects. Through scientific research projects or University Students’independent innovation projects, students can acquire new knowledge and experience and exercise their scientific research and innovation ability through the process of consulting materials, designing implementation plans, designing hardware, writing procedures, organizing experiments and writing summary reports, thermostatic element so as to cultivate students’ innovation consciousness and spirit [5]. The three-level practical teaching process is from easy to difficult and gradually deepens, which conforms to the law of professional growth. Taking the project as the carrier and combining with the engineering practice, the practical, typical and comprehensive experimental training projects are selected and designed.
The teaching process is the development of the ability from completing simple tasks to completing complex tasks. Innovative: Close to the development of new technology and technology, project selection keeps pace with the times. How to make students deconstruct conception – Design – Implementation – operation, we should let students integrate into the practice place organized around C-D-I-O. Using the practice site and taking the project as the carrier, we carry out the integrated experimental training of teaching, learning and doing [6]. Therefore, the design of the training room meets the four stages of conception, design, implementation and operation. The construction of PLC training room based on CDIO mode is different from that of traditional PLC training room. The real working scene and cultural atmosphere of enterprises are introduced into the construction of PLC training room, which is arranged according to the development process of PLC application system. To satisfy the need to provide students with space for operation and active learning, but also to provide students with access to information, discussion, design and innovation workspace. Therefore, the layout of the PLC training room is shown in Figure 1. Teachers mainly arrange projects, give brief explanations on project requirements and knowledge needed to complete the project, and group students, determine the group leader, and implement the group leader responsibility system. According to the understanding of project requirements, students discuss the formulation of project implementation plan. This process is the process of consulting information, understanding and learning of existing typical circuits and simple control systems. Mainly carries on the project implementation plan design, the student carries on the analysis and the understanding to the project request, completes the circuit schematic drawing, the component selection and the PLC programming and so on work, thus trains the student to the electrical component selection ability, the electrical drawing ability and the programming ability and so on.
Students should complete the project by themselves, install the components they choose in the electrical cabinet, connect the hardware according to the schematic diagram, then download the program to the PLC, and debug the program to realize the running PLC control system.
This area mainly completes the evaluation of the project, each group will complete its own control system for operation demonstration and reply, teachers will comment on the completion of students and group mutual evaluation, in which teachers and group evaluation criteria should be formulated. Reasonable assessment system and criteria are both supervision and evaluation and evaluation [7]. When students complete the project implementation plan design, they need to consult the materials, which can be consulted in the library, equipped with computers and can access the Internet to facilitate students to consult the materials.
Using project-driven, task-led integrated teaching, teachers design typical projects through practical research, then divide the project into several tasks, assign tasks to students in PLC practical teaching, let students analyze tasks according to the requirements of tasks, formulate implementation plans, select components needed to complete tasks, and then put them into practice. Choose components to install, connect, program design, and run debugging in the experiment platform or electric cabinet. Finally, the teacher inspects and evaluates the students’tasks. Based on the practice teaching reform of “Programmable Controller” based on CDIO mode, in the course of the implementation of the PLC experimental training course in our school, both teachers and students feel the impact of the new teaching mode, mobilize students’enthusiasm and initiative in learning, and stimulate students’ interest in learning and concept of practical operation. Improve the quality of practical teaching and improve the teaching function of the laboratory. To cultivate students’practical ability, innovative ability and engineering practice ability.