Through the characteristics of programmable controllers and application courses and students, this paper leads to the introduction of teachers in the teaching of programmable controllers and application courses. Programmable Controller and Application Course is a compulsory course of Electrical Engineering Specialty in our university, which has the characteristics of strong practicality and wide application. The quality of students in technical schools is not high, their theoretical knowledge is not solid, their ability to analyze and apply knowledge is weak, their learning ability is poor, they lack learning objectives and interest. If the course of programmable controller and application only stays in the textbook with theoretical analysis and explanation, students will feel abstract, dull and difficult to understand. When programming, they will feel powerless and unable to start. It will cause fear and weariness of learning. It is difficult to improve students’interest and enthusiasm in learning and can not achieve the teaching effect. As a technical school teacher, how to solve these problems, stimulate students’interest in learning PLC courses and improve the quality of teaching is the main task of teaching. I think a good beginning is half the success.
As the starting point of every class, the introduction of new lessons is an important part of teaching. It is particularly important to design and start a good beginning according to the actual situation of students, which can effectively attract students’attention and stimulate their interest in learning.
Chat and conversation can draw in the distance from students and establish a good teacher-student relationship. Good teacher-student relationship will affect the important factors of students’learning, and will promote the process of teaching. For example, in the first section of teaching the basic knowledge of the first chapter of the programmable controller, the content of the production of the programmable controller is not taught according to the text, but according to the characteristics of the students’active and curious, smiling to ask about the understanding and impression of the car. Everyone is very busy, and then guide the students to say when learning about electric drag. Students naturally express their own ideas when they feel the electrical wiring panel. Then I give examples that can be seen by everyone around me to arouse students’resonance and finally guide students to ask questions and naturally introduce the teaching content.
Because the students’learning ability is not strong, the quality of students is not high, some students are also tired of learning. It is easy to become a teacher’s one-man play when teaching content in class. If we ask clever questions, we can not only remind students to attract attention, but also activate the classroom atmosphere and students’thinking.
For example, in the teaching of timer, it is put forward: Have you ever seen a timer in life? Do you know where it has appeared? Most students have life experience and are eager to raise their hands to speak. At this time, the teacher draws knowledge such as timer. In such a classroom atmosphere, learning the automatic garage door control procedures, through step-by-step questions, prompts and explanations, greatly enhance students’interest in learning, most students in the classroom actively think and discuss problems with teachers, and greatly improve the enthusiasm of learning. In this way, the classroom becomes “everyone together”, which not only broadens students’thinking, cultivates students’ innovative ability, but also improves the quality of classroom teaching. In view of the actual problems of students in technical schools, we should take measures to simplify the teaching of students, from shallow to deep, from easy to difficult, step by step, slowly cultivate students’interest, gradually build up learning confidence and improve students’ learning enthusiasm. For example, before learning the PLC wiring diagram of motor point-drive control, first introduce students to review the wiring diagram of point-drive control circuit and distribution panel in electric drive. Through learning the wiring diagram of motor point-drive control PLC, when explaining wiring and principle, compare their similarities and differences. Everyone is very familiar with and simple with the wiring diagram of point-drive control circuit and distribution panel. It is not difficult for those students who see the confusion of the PLC wiring diagram to improve their self-confidence in learning, but also to bury the seeds of “confidence” for the later complex programming and design learning.
In the boring professional course learning classroom, using appropriate animation courseware to introduce new courses can improve students’enthusiasm for learning and change passivity into initiative. For example, thermostatic element in the control of automatic garage door by PLC, the sensor of car pressing in and out before entering and leaving, and the delay of garage door lifting before entering and leaving can easily confuse students. When learning, we can show you the control animation of automatic garage door by PLC which has been made beforehand, and with vivid and interesting cartoon pictures such as automobiles, everyone’s eyes suddenly brighten up. I take advantage of the hot iron to guide students to think through demonstration and explanation. In this process, students are enthusiastic about learning and full of enthusiasm for learning. They speak in the design of back program control in succession, so as to improve students’learning initiative. PLC course is a professional course with strong practicability. In teaching, we should make full use of this feature and introduce typical examples of simulation learning software when learning new instructions and controls. For example, the simulation learning software of PLC is introduced into typical examples such as automatic Y-_step-down starting control of motor, sequential control of multiple motors, manipulator control, traffic light control, music fountain control and so on. Selected typical examples involve learning basic instructions, step-by-step instructions and functional instructions control.
Each case introduced has a certain degree of scientificity, coherence from simplicity to complexity, from ease to difficulty, and effectively serves the teaching of core content. These typical examples can not only facilitate students’learning, improve learning efficiency, but also include the due of this course. Knowledge points.
In a typical example, teachers use simulation learning software to explain, operate and demonstrate to attract students’attention, and then let students operate simulation learning software to learn by themselves, and run program observation results. Teachers have been on tour to guide and answer questions. This way increases students’interest in learning and enlivens the classroom atmosphere, so that students can understand and master the learning content in intuitive cases. In introducing new lessons into teaching, students’enthusiasm for learning should be mobilized skillfully through encouraging language and appropriate incentives.
For example, in the process of teaching alarm lamp program design, I take out the alarm lamp which has been prepared beforehand, allocate the relevant PLC wiring diagram and design requirements to encourage students to try to program by themselves, and promise that students who write reasonable and feasible programs in the shortest time can keep their works as a souvenir, while setting up the alarm lamp. Students who have made mistakes in the plan should be encouraged and encouraged. Results The students showed great enthusiasm for learning by designing incentives, even those who did not receive prizes were eager to try. The students’learning enthusiasm is greatly improved and the teaching quality is fully guaranteed. PLC course is a course that emphasizes both theory and practice. The introduction of new lesson teaching is a skill to attract students’attention and interest in learning. It is an important method to teach every lesson well. There is no fixed pattern. The introduction of new lesson varies according to the lesson. In the whole teaching process, teachers should pay attention to the mastery of time and development methods, and the students’ participation consciousness so as to make students truly become students. The master of the classroom.