Experimental Research On Task-driven Teaching Method In Secondary Vocational Courses

“Made in China 2025” is a major strategic choice for the country to take the initiative to cope with the new round of scientific and technological revolution and industrial transformation internationally and domestically,while with the intelligent manufacturing as the main direction.Under this background,“Numerical Control Programming and Machining” is a very crucial course for students majoring in mechanical manufacturing in secondary vocational schools.The teaching quality of this course and how to train students to better adapt to the industrial development are closely related to the employment needs of the students.So,how to reform the teaching method and realize the cultivation of the core competence required by the course “Numerical Control Programming and Machining” will be a topic of great research value.In this study,the questionnaire survey method and the interview method were first used to carry out the survey.The survey data showed that the theoretical teaching and the practical teaching were carried out separately in the teaching of the course “Numerical Control Programming and Machining” in secondary vocational schools,and the teachers of the theoretical teaching and the practical teaching lacked the guarantee of consistency.At present,many secondary vocational schools have provided “task-driven” teaching bases for students to practice numerical control programming and processing,but teachers seldom used the “task-driven” teaching mode to guide students in the teaching of theoretical courses.The data also showed that in the teaching process of “Numerical Control Programming and Machining”,teachers still mainly used traditional teaching methods,namely the teaching method of “teaching-demonstration-practice”,which seriously lacked the teaching concept of “task-driven”.The traditional teaching method would only make the learning interest of secondary vocational school students with weak foundation more depressed and their learning motivation failed to be strengthened,making learning became a mechanical imitation,resulting in the phenomenon of “knowing only what it is,but don't know why it is”.According to the actual situation of the aforesaid problems,this study implemented the task-driven teaching method of “task as the main line,teacher as the leading,student as the main body”,and the theory,mode,connotation,process and design principles of this teaching method were analyzed.The teaching design is mainly based on the programming of the typical part “threaded stepped shaft”,the numerical control simulation software simulation of machining,and the actual operation of the numerical control lathe.The author,with the usage of traditional teaching method and task-driven teaching method respectively,conducted a experimental research in two classes of numerical control technology application major in Guizhou Mechanical Industry School,one of which is the controlled class and the other is the uncontrolled class.Through classroom observation,evaluation and after-class interviews,different teaching methods were studied and applied,while the teaching effects from different teaching methods were obtained for this “Numerical Control Programming and Processing” Course.The experimental results showed that in the practical courses in secondary vocational schools,the task-driven teaching method could not only make up for the shortcomings of the traditional teaching method,but also could improve students' learning achievement,learning attitude and learning motivation,thus the optimization over teaching could be realized.