Teaching Design And Practice Of MES Module Of Chemistry In Secondary Vocational School Based On Professional Competition

Manufacturing is the main body of the national economy,and building an internationally competitive manufacturing industry has become an important way for enhancing the comprehensive strength for our country.In the context of the rapid development of global manufacturing,the Made in China 2025 plan proposes basic principles of adhering to the innovation driven,quality first,green development,structural optimization and talent oriented,and strives to build China into a strong global manufacturing power after three decades of efforts.Vocational education inputs a large number of employees to the manufacturing industry every year,thus,it can be of great significance to the development of manufacturing by strengthening the cultivation of skills in vocational education and improving vocational capabilities.Professional skills competition plays an important role in strengthening the skills training for secondary vocational students,which has also attracted extensive attention from all walks of life in recent years.Optimizing the vocational education model can improve the qualities of students and vocational education to a certain extent.Through combining with the practical chemistry teaching of vocational schools.this paper discusses the MES module teaching design and practice of chemistry in vocational schools based on the professional skills competition,and mainly finishes the following work:1.The questionnaire survey and interview method can be used to investigate the students' knowledge and attitudes towards professional skills competition.According to the related data,92.71% of the students have a certain degree of understanding of professional skills competition,and 73.96% of the students believe that participating in professional skills competition can improve their personal qualities,but 15.62% of them express they have no interest in participating in professional sports.In terms of the integration between professional skills competition and vocational teaching,28.17% of students agree that the integration between the two has a positive effect,another 28.13% of them hold a neutral attitude,but the further investigation found that 64.58% of students are more willing to compete knowledge or practices.Through SPSS calculation and analysis,the internal consistency reliability of the questionnaire is 0.789,indicating that the data is true and reliable.2.According to the chemistry discipline characteristics in the vocational schools,it can help analyze the advantages of integrating professional skills competition into the vocational classroom,and further discusses the corresponding integration teaching principles and strategies.Based on the reality of life and production and taking the improvement of students' professional qualities as the starting point,the professional skills competition teaching should be moderately easy and safe,and integrated with various evaluation and controllable factors.At the same time,it also discusses the MES module teaching strategies in vocational schools.Teachers should also pay attention to teaching according to students' aptitude,and their differences to achieve the reasonable allocation of competitive skills teaching.3.This research adopts the teaching mode of MES module and "skills competition and teaching",takes "Corrosion and Protection of Metals" and "Distillation of Ethanol" in Basic Chemistry as the cases,which aims to discuss the specific strategies and methods implemented in the vocational teaching,and further conduct the skills competition teaching activities in small groups.In line with the reality of life,the entire teaching process should reasonably grasp the difficulties and focuses of the classroom,and fully increase the learning motivation of students,in order to lay the foundation for enhancing their enthusiasm in participate in skills competition.4.The control class and experiment class can be selected for the comparative experiment,in order to better discuss sample differences and analyze the teaching effects from different levels.According to the corresponding theoretical test data,the average score of the experimental class is higher than that of the experimental class,and the standard deviation is smaller than that of the control class,indicating that the results of the experimental class can be better than that of the control class through different learning methods.The difference analysis result of p = 0(p < 0.05)can represent significant differences and further indicate that the introduction of skills competitive factors in secondary vocational teaching has a certain role in helping students master theoretical knowledge.Then,the Likert Scale can be used to conduct an attitude questionnaire survey.Based on the survey results,the maximum score in the experimental class and the control class is respectively 65 and 63,while the minimum score in the experimental class 30 and 23.In addition,the average score in the experimental class and the control class is respectively 45.56 and 41.67,while the standard deviation is respectively 11.13 and 11.45.The results show that those students in the experimental class have relatively stable and generally higher scores than those in the control class.The students in the experimental class have the correct learning attitude and higher learning motivation.