互动教学模式在中职“电工基础”中的应用

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针对传统的教学模式进行改革创新是职业教育改革的关键所在。互动教学主要是以培养与发挥人的主体性为重要的价值取向，将发挥师生的创造性、积极性以及能动性作为先决条件，以构建和谐、民主、平等的教学环境为基础，以知识为重要载体，师生之间共同发展的一种教学模式。而随着职业教育改革步伐的不断深入，互动教学模式在电工基础课堂中发挥了更好的教学作用。但是，职业学生普遍存在学习压力人、经验不足、兴趣缺失等方面，因此通常导许多良好的教学模式难以在课堂实践教学中发挥应有的效果。鉴于此，需要广大教师综合考虑中职学牛与电工基础课程的实际情况，制定针对性的互动教学模式，通过教师与学主、学牛与学牛的良好互动，真正发挥互动教学应有的作用，切实提升电工基础教学的效率与质罐。1互动教学模式在中职“电工棊础”推行中的常见问题总整体教学结构上看，“电力基础”是屮等职业技术院校的一门专业理论知识课程。它对中职学生以后的教育教学发展、就业询景、发展前途具有重要的作用，也是电力职业教育课程中的一门基础性学科。但是，在传统的教育模式下，“电工基础”课程的渗透遇到了发展瓶颈。一方血，很多专业教师过于重视灌输专业词汇的含义和公式理论，整体教寻过于应试化，不符合电力技术专业的实用性。另一方面，因其专业特色所限，很多学生对这门知识都抱有抵触的心理，不喜欢或是不愿意接触电力知识，这也让课堂教学一度陷入发展停滞阶段。应该说在推行互动教学模式Z后，这种现彖得到了一定的改变，但是仍然有一些学校在互动式探究模式的应用和实践中存在问题，例如互动模式过于表面化、学生学习兴趣不高、课程整体推进效果不明显等情况，亟待相关教育工作者进行强化和探讨。2如何强化互动教学模式在小职“电工基础”小的应用为了让中职学生能够深切地感受到电工知识的精确性和专业性，教育工作者要通过多种多样的教学模式，让电工基础的课程更加丰富多彩。对于广大专业教师來说，其首要的教学策略就是从构建互动式、灵活式的教学方式上入手，增进学生对电力知识的吸收。在教师的引导下，鼓励学生发挥主观能动性，不断探索电工基础的多样问题。2.1构建和谐的师牛•关系中职院校的学生來自各个地区的学校，学牛的层次具有极为明显的差界性，年龄基本上集中于15〜17岁，心理与生理都处于成熟阶段，具冇浓烈的好奇心，但是对许多事物又存在一知半解的情况。屮职学生普遍是迫于社会与家长的压力来屮职上学，白愿选择中职院校的极少，学生的学习兴趣自然能够想象。针对中职学生的这些特点，教师必须要关爱每一个学生，积极构建融洽、轻松、和谐的师生关系。师生Z间的关系属于教学开展的心理坏境,这个环境的好坏直接影响到学生学习的态度与积极性。与此同时，师生之间的关系作为教学交流的重要进程，英会直接影响到教师教卩育人的成效。教师必须要主动与学生进行平等、融洽的交流沟通，积极帮助学牛规划未來的职业牛涯,重视学牛专业思想教育工作，力争让学生意识到电工基础课程在具未來牛活与工作方面的重 要作用，通过给予学生积极的鼓励，帮助学生树立学习好电工某础课程的信心，从而冇效消除其畏惧学习的心理。在和谐、融洽的师生关系下，学生更愿意向教师倾诉白身的真实想法，使得教师能够进一步掌握学牛•的实际情况，在此基础之上，教师再通过结合教学试验与访谈法来掌握学生的知识基础，并以此来确定每一个学生的起点水平，为互动教学策略的制定打下坚实的基础。2.2创设情境调动兴趣通过创造良好的互动教学情境，能够将学牛的学习兴趣充分调动起來，进一步激发学生的求知欲与成功的愿望，在兴趣的驱使下，学生会进行深层次的思考，更为积极、主动地融入到电工基础教学活动中来。互动模式的构建，必须要以电工某础生产实际作为原型，相应的难度则应当以大部分学生通过努力就可以达成为标准。比如,在进行电磁感应的教学课程屮,教师在课堂的开始可以先引入法拉第的故事,通过向学纶讲解伟大物理学家法拉笫的生平故事，将学牛的学习兴趣与积极性充分调动起来。然后导入问题，人们最初的研究:把绕在磁铁上的导线和电流表连接起来组成一个闭会电路,看能不能产生电流。以安培力教学设立为例，教师可以通过图例中的实验，继而设计了以下的互动教学模式（图1〜图4）：通过这样的探究方式，让学生能够在知识屮找寻各项要点，从而激发学生学习电工知识的交流性和互动性。物理学家迈克尔?法拉第就是运用了这样的研究方法，结果发现电流表的指针并不发生偏转。法拉第进一步研究发现，无论换用怎样强的磁铁或者换用多么灵敏的电流表，闭合电路屮都没有电流产生。然示再向学生演示电磁感M的实验，将学生的好奇心调动起来，然示让学生进行互动讨论，讨论Z后再引入课堂教学内容。整个过程小，学生始终都处于良好的互动少兴趣情境中，教学效率口然事半功倍。2.3通过提问增进交流众所周知，教育过程是教师“教”和学生“学”的冇机过程，两者缺一不可。这也从另一个角度说明了互动教学模式的必耍性和特殊性。在对中职“电工基础”中的知识进行探究的过程中，教师要通过适当的提问式教学探究，让学牛能够正确看待课程中存在的疑难问题。良好的提问导入式能提升学生的学习特性，引导学牛从专业知识学习中找准切入点，继而激发学生自主探索的兴趣。从另一方面说，通过提问式教育方式，能够让学生和教师Z间形成和谐的教育氛围，从而发挥互动教学的最佳模式，让“教”和“学”两者合为一体，逐步提升学牛的学习效果。例如，在讲授“楞次定律”这个专业课程使时，笔者在课程中进行了该项教学方法的融合，上课Z初，我就在板书中书写了这样的一个问题：“如果在天平的两边分别用绳索系着两个金属铜块，让它们自由摆动。当其屮一个铜块旁边被放置下一块条状的磁石，那么金属铜块会保持怎么样的摆动呢？”为了增进学生的理解能力，我同吋将所涉及到的天平、金属铜块、磁石都带来，让学生代表和老师一起模拟实验，从而证实实验结果。问题设置伊始，同学们的兴趣就被调动了起來，大家纷纷举手，表达自己的想法，和往帘的专业课堂气氛不同，运用捉问法极人地促进了教师和学牛之间的交流。在这个时候, 再引入专业课题内容，学生的学习兴趣和注意力都得到了集中。2.4提升学牛的学习兴趣在电工的整体课程屮，很多专业的词汇、术语对学生来说较为晦涩，很难让学生充分了解其中的原理。学牛不够了解，在具体的课程推进屮就会出现教学阻碍。“电工基础”课堂教学除了要培养学生的思维能力利具体问题，述要引入专业的电路理念。传统的“灌输式”讲解方式对学牛•來说十分乏味，因此，教师可以结合多媒体教学，在枯燥的电路知识中融入动画、视频等讲解方法，让学牛能够感受到电工知识中存在的重点。为了让学生掌握和电力相关的专业的思维和运算逻辑，广人教冇工作者要进行互动的专业课堂设计。例如，笔者在进行电路教学的吋候，设计了以下的互动教学模式，在讲解电线如路的课程同时，应用多媒体软件，播放5〜8分钟的电路连接视频。视频中，简单的用户电路看似稳定，但在两根电路相连接的时候，导线会急速地发热、冒烟、燃烧，呈现出短路着火的危险场而。教师在其中通过旁口等方法，讲述短路知识，通过这样的多媒体教学模式，一•来可以让学生明白电路中的危险，二来也能够增加学生对电力知识的重视程度。在提升学生学习兴趣的同时，对电工知识抱有更加认真负责的学习态度。2.5优化课堂教学方法在现代教育课堂中，冇很多种教育教学方法。互动式教学方法是建立在“以人为本”上的教学策略，因而受到了学生的欢迎。但是，每一种教学方法都有其口身的发展局限性，为了将这种局限性降到最低，教师要改变“单一”的教学模式，在互动式探究教学法中进行开拓创新，继而研究更加适应学生学习发展的课堂教学方法。除此Z外，教师在进行教学活动的时候，可以采取“思维引导+互动探究”的引导方式，体现学生的主体学习价值。教师在课程开始后，要密切观察学生的学习思维，确保他们的学习思路，能够跟着老师的思路一起参与到课程中，而不是让学生进行机械、被动的复制。以学生的学习思维作为知识教育活动的风向标，时刻把握课堂教育脉络。例如，教育工作者在和学生学习直流电路的课程时，为了把握他们的思想动态，要在后续的正弦交流电路中引入Z前的学习思维。由丁•这两种电路的计算方式和教育思维都十分相似，所以，教师可以进行共同的思维引导，鼓励学生发挥主观能动性，在后续课程中推行自学式教育方法。教师在课堂上进行巡视，一口发现学牛存在疑惑的问题，教师可以及时进行点拨指导，但不帮助其分析透彻，确保学牛能够有意识地深入探究、观察和比较，从而起到整体电工知识的融会贯通。3结语综上所述，在进行“电工基础”的教学过程屮，广人教师必须要主动掌握好互动教学的每个部分，要积极指引学生去多思考、多探讨、多尝试，将学生的能动性充分挖掘出来，使得学生更为主动、积极地进行学习,有H的、有计划地针对学生进行兴趣方面的调动与培养，促进师生之间、生牛•之间的良性互动，切实提升课堂教学效率。 Inviewofthetraditionalteachingmodetoreforminnovationisthekeytovocationaleducationreform.Interactiveteachingisthemaincultivationandthevalueorientationofman'ssubjectivityforimportant,willbeourteachers'andstudents1creativity,enthusiasm,andinitiativeastheprerequisite,tobuildaharmonious,democraticandequalteachingenvironmentasthefoundation,knowledgeastheimportantcarrierandcommondevelopmentbetweenteachersandstudentsofakindofteachingmode.Asthepaceofreformofvocationaleducation,theinteractiveteachingmodeinbasicelectrotechnicsclassplayedabetterteachingeffect.Iscommon,however;vocationalstudentslearningpressure,lackofexperienee,lackofinterest,etc.,sousuallyguidemanygoodteachingmodeisdifficulttoplaytheireffectsinclassroomteaching.Inviewofthis,needteachersconsidertheactualsituationofsecondaryvocationalstudentsandelectricianfoundationcourse,developtargetedmodeofinteractiveteaching,throughteachersandstudents,studentsandthestudents'goodinteraction,realplaytotheroleoftheinteractiveteachingshouldhave,toimprovebasicelectrotechnicsteachingefficiencyandquality.1theinteractiveteachingmodeinthesecondaryvocational“electricianbasis"forcommonproblemsTotaloverallteachingstructure,the“power”isaprofessionaltheoryknowledgeofsecondaryvocationaltechnicalcollegecourses・Itontheeducationteachingdevelopmentofsecondaryvocationalstudentsafterplayanimportantrole,employmentprospects,developmentprospects,isabasicsubjectintheelectricpowervocationaleducationcurriculum.But,inthetraditionaleducationmode,''electricianbasis"courseofpenetratingmetthedevelopmentbottleneck.Ontheonehand,manyprofessionalteacherstoomuchemphasisoninstillingthemeaningofspecializedvocabularytheoryandformula,theoverallteachingtooexamination,doesnotconformtotheelectricpowertechnologyprofessionalpracticality・Ontheotherhand,becauseofitsprofessionalcharacteristics,manystudentsareresistaneetotheknowledgeofpsychology,don'tlikeordon'twanttocontactelectricityknowledge,italsomakestheclassroomteachinginthestagnationofdevelopmentstage.Itshouldbesaidthataftertheimplementationofinteractiveteachingmode,thisphenomenonhasbeencertainchange,buttherearestillsomeschoolsintheinteractiveinquirymodeofapplicationandproblemsinpractice,suchasinteractivemodelistoosuperficial,students1learninginterestisnothigh,curriculumcomprehensivelytheeffectisnotobvious,andsoonandsoforth,toberelatedtoeducationworkerstostrengthenanddiscussed・2howtostrengthentheinteractiveteachingmodelintheapplicationofsecondaryvocational"electricianbasis"Inordertomakesecondaryvocationalstudentscandeeplyfeeltheelectricianaccuracyandprofessionalknowledge,educationworkersshouldthroughavarietyofteachingmode,letelectricianfoundationcoursesmorecolorful.Forprofessionalteachers,istheprimaryteachingstrategiesfromthebuildinteractive,flexiblewaysofteaching,promotethestudenttothepowerofknowledgeabsorption.Undertheguidanceofteachers,studentsareencouragedtooursubjectiveinitiative,andcontinuouslyexploretheelectricianfoundationofdiverseproblems.2.1theconstructionofaharmoniousrelationshipbetweenteachersandstudentsSecondaryvocationalschoolstudentsfromallareasoftheschool,thelevelofthestudenthasveryobviousdifferenee,agebasicallyfocusedon15~17,psychologicalandphysicalareatthematurestage,hasastrongcuriosity,butformanythingsagainthereisalittleknowledgeofthesituation.Secondaryvocationalstudentsisgenerallyunderthepressofsocietyandparentstosecondary vocationalschool,thechoiceofvocationalschools,thestudents'interestinlearningnaturecanimagine.Accordingtothecharacteristicsofsecondaryvocationalstudents,theteachermusttakecareofeverystudent,activelybuildrapport,relaxed,harmoniousrelationshipbetweenteachersandstudents.Therelationshipbetweenteachersandstudentsbelongtotheteachingofpsychologicalenvironment,theenvironmentisgoodorbaddirectlyaffectstudents1learningattitudeandmotivation.Atthesametime,therelationshipbetweenteachersandstudentsasanimportantprocessofteaching,itwilldirectlyaffecttheteacher'steachingeffect.Teachershavetotaketheinitiativetoequality,harmoniouscommunicationwithstudents,activelyhelpstudentsplanforthefuturecareer,andattachimportancetostudents'ideologicaleducationwork,strivetomakestudentsrealizetheelectricianfoundationcourseinitsimportantroleinthefuturelifeandwork,bygivingstudentsactivelyencourage,helpstudentstoestablishtheconfideneeoflearninggoodelectricianfoundationcourses,soastoeffectivelyeliminatethefearoflearning.Undertheharmony,theharmoniousrelationshipbetweenteachersandstudents,studentsaremorewillingtotalktoteachersownrealthoughts,enablesteacherstofurthergraspthestudents'actualsituation,onthisbasis,teachersandteachingbycombiningthetestandinterviewmethodtomasterstudentsofknowledgebase,andusethattodeterminethestartingpointforeverystudent,tolayasolidfoundationfortheestablishmentofinteractiveteachingstrategies.1.1establishmentsituationarouseinterestBycreatinggoodinteractiveteachingsituation,tothestudents'interestinlearningtofullymobilizeandfurtherstimulatestudents'thirstforknowledgeanddesireofsuccess,underthedriveofinterest,thestudents'unionondeepthinking,morepositive,activelyintothebasicelectrotechnicsteachingactivities・,constructingidentitymustbebasedonactualproductionelectricianasprototype,thedifficultyofthecorrespondingshouldbeonthebasisofmostofthestudentsbytryingtoaccomplish・Forexample,intheteachingcourseofelectromagneticinduction,thebeginningoftheteachersintheclassroomtointroduceFaraday'sstory,explaintothestudentsthroughthegreatphysicistFaraday'slifestory,thestudentslearninginterestandenthusiasmfullymobilize.Thenimportmatters,thepeople'sinitialstudy:aroundthemagnetwiresandammeterconnectedameetingofacircuit,cangenerateanelectriccurrent・Ampereforcesetupteaching,forexample,teacherscanthroughtheillustrationsintheexperiment,thendesignthefollowinginteractiveteachingmode(figure1~figure4):Throughsuchinquiryway,letsthestudentcanfindallthekeypointsintheknowledge,thusstimulatesthestudenttostudytheelectricalknowledgecommunicationandinteraction.PhysicistsMichael?Faradayistheuseofresearchmethods,theresultsfoundthattheammeterpointerdidnotdeflect.Faradayfurtherstudyfoundthatnomatterhowchangewithstrongmagnetsorswitchtohowsensitiveammeter,nocurrentgeneratedintheclosedcircuit.Andthentothestudents*experimenttodemonstrateelectromagneticinduction,tomobilizestudents'curiosity,interactivediscussion,andthenletthestudentsdiscussagainaftertheintroductionofclassroomteachingcontent.Throughouttheprocess,studentsalwaysinagoodinteractionandinterestincontext,teachingefficiencynaturegettwicetheresultwithhalftheeffort.1.2improvecommunicationthroughquestionAsisknowntoall,educationprocessistheteachers“teaching”andstudents"learning”oftheorganicprocess,bothbeshortofonecannot.ItfromanotherAngle,illustratesthenecessityandparticularityofinteractiveteachingmode.OnsecondaryvocationalHelectricianbasis11of knowledgeintheprocessofexploring,theteachermustthroughtheproperquestionsexploringtypeteaching,letsthestudentcancorrectviewoftheproblemsthatexistinthecourse・Goodquestionimportcanpromotestudents'learningcharacteristic,guidesthestudenttofindthebreakthroughpoint,fromprofessionalknowledgelearningandarousethestudents'interestinindependentexploration.Questiontype,ontheotherhand,throughthewayofeducation,canmakeaharmoniouseducationatmosphere,formedbetweenstudentsandteacherstouseofinteractiveteachingmode,make"teaching"and"learning”thetwoon巳graduallyimprovethestudents1learning.HLenz'slaw舄forexample,intheteachingofthisprofessionalcourse,theauthorinthecourseoftheintegrationoftheteachingmethod,atthebeginningoftheclass,Iamwritingintheblackboardwritingsuchaquestion:nifthebalaneeofbothsideswitharopetiedwithtwometalcopperpieces,letthemswingfreeIy.Whenoneisplacednexttothecopperstripsofmagnets,copperpiecewouldkeepthemotionofthewhat?11Inordertoimprovestudentsabilitytounderstand,Ialsowillbeinvolvedinthebalance,metal,copper,magnetsarebrought,letsthestudentrepresentativesimulationexperimentwiththeteacher,soastoconfirmtheresults・Problemsetsatthestartofthestudentsinterestiswasupandyouarelifteduphishand,toexpresstheirideas,andusualprofessionalclassroomatmosphere,usingthemethodofquestionshavegreatlypromotedthecommunicationbetweenteachersandstudents.Atthistime,andthenintroduceprofessionalsubjectcontent,students1learninginterestandattentionisconcentrated・1.1improvethestudents*interestinlearningInelectricalengineeringinthewholecourse,alotofprofessionalvocabulary,terminology,relativelyobscureforstudents,itisdifficulttoletthestudentsfullyunderstandtheprinciple.Studentsnotenoughunderstanding,willappearinspecificcoursestopromoteteachingblock.Classroomteachingofwww.fsjct.netwww.sanheshun.netHelectricianbasis11inadditiontocultivatethestudents'thinkingabilityandspecificproblems,andalsointroducetheprofessionalcircuitconcept.Traditionalwayof"force-feedingHonitisveryboringforstudents,asaresult,teacherscancombinethemultimediateaching,inthedrycircuitknowledgeintoanimation,videoandotherinterpretationmethods,letthestudentstofeelthatexistinthekeyelectricalknowledge.Inordertomakethestudentsmasterandelectricityrelatedprofessionalthinkingandoperationlogic,thegeneraleducationworkersshouldinteractwithprofessionaldesignclass・Circuitteaching,theauthorin,forexample,thefollowingdesignofinteractiveteachingmode,intheinterpretationoftheelectricalsystemofcoursesatthesametime,theapplicationofmultimediasoftware,videoplay5~8minutescircuitconnection.Video,simpleusercircuitappearstobestable,butatthetimeoftwocircuitsareconnected,wirewillberapidheating,smoking,burning,presentashortcircuitonfiredangerousseenes.Inwhichteachersthroughthemethodsofnarrator;storyshortcircuitknowledge,throughthemultimediateachingmode,whichcanmakestudentsunderstandriskinthecircuit,andalsoincreasestheimportanceofstudentsknowledgeofelectricpower.Inraisingstudents'interestinlearningatthesametime,moreseriousandresponsibleforelectricalknowledgelearningattitude.1.2tooptimizetheclassroomteachingmethodsTherearemanykindsofeducationinmoderneducationclassroom,teachingmethods.Interactiveteachingapproachisbasedon''people-oriented'1teachingstrategy,andwaswelcomedbythestudents.But,eachkindofteachingmethodhasitsowndevelopmentlimitations,inordertominimizethislimitation,theteacherwantstochangethe''single11modeofteaching,toblazenewtrailsintheinteractiveinquiryteachingmethod,thenstudythemoreteachingmethodsthatsuitthe developmentofstudents'learning.Inaddition,teachersinteachingactivities,cantake"thinkingguide+interactiontoexplore11theguideway,www.bshaikuo.comwww.gpsdvd.cnembodiesthemainbodyofstudentslearningvalue・Teacher,afteritstartstocloselyobservestudents'thinking,toensuretheirlearningmentality,tofollowtheteacher'strainofthoughtinvolvedinthecourse,ratherthanletthestudenttocarryonthemechanicalandpassivereplication.Tostudents1thinkingasanindicatorofintellectualeducationactivities,timegrasptheclassroomeducationcontext.Forexample,theeducationworkersandstudentslearningthelessonsofthede,inordertograsptheirideologicaldynamic,wanttobeinsubsequentsinusoidalalternatingcircuitbeforetheintroductionoflearningthinking.Becauseofthesetwokindsofcircuitcalculationandeducationthinkingisverysimilar,sotheteacherscancarryoutthecommonthinkingguidanee,encouragestudentstoplaytosubjectiveinitiative,inthesubsequentcourseofself-studyeducationapproach.Teachersintheclassroomtopatrol,oncefoundstudentsconfusedproblems,teacherscanintellectualizeguidaneeintime,butnottohelptheanalysisthoroughly,toensurethatstudentscandelveintoconsciously,observationandcomparison,therebyelectricianachievemasterythroughacomprehensivestudyofknowledgeasawhole・1conclusionTosumup,intheprocessof"electricianbasis11teaching,teachershavetotaketheinitiativetograspeverypartoftheinteractiveteaching,toactivelyguidethestudentstothinkandexploreandattempttotheinitiativeofthestudentsfullyexcavated,makesthestudentsmoreactiveandactively,haveapurpose,forstudentsinterestedinaplannedwaytomobilizeandtraining,promotethebenigninteractionbetweenstudents，betweenteachers,toimprovetheclassroomteachingefficiency.