Curriculum Development And Practical Research Based On AWD Platform Of Secondary Vocational Network Security Course

In recent years,network security incidents have occurred frequently,which suffers ranging from small individuals to large nations.Now there is a large demand for talents in the network security position in the market.And it takes a long time to develop network security talents,so The basic learning of this course is particularly important in the secondary vocational stage.Many network security textbooks are derailed from reality and difficult to meet the needs of society.Based on theoretical learning and practical experience,this topic has joined the ranks of the course development of "network Security" in secondary vocational schools.The aim is to establish a "network Security" course system that is suitable for the vocational stage and meets the needs of the market.In the course development process,the philosophy of Working Process Systematize is mainly used.First,learn the latest social needs and occupational requirements of network security jobs through job demand surveys.Next,in the expert symposium,network security enterprise experts,front-line technicians and front-line teachers participated in discussions to determine the typical work tasks of network security positions.Then the typical tasks are integrated,summarized,and sorted to form the field of action.According to the characteristics of secondary vocational students,the actual conditions of the school,and the needs of social positions,the field of action is transformed into a field of action.The transformation of the learning field involves the participation of curriculum experts and front-line teachers.It mainly converts professional abilities to learning goals and work tasks to learning content.In this process,it is also necessary to combine the data analysis of the vocational network security skills competition in recent years to determine the depth and breadth of knowledge,and to rank the difficulty.The arrangement of study time is determined by practice and experience.Finally,design the learning situation,set the situation for the learning task,determine the goals,content,lesson time,evaluation suggestions and teaching suggestions foreach learning situation.The most distinctive feature of learning situation design is the use of AWD(Attack With Defence)training mode.Each learning situation is a process from the recurrence of loopholes to penetration testing to security hardening,which is not only in line with the actual work,but also stimulates the student's interest in learning,allowing students to understand the necessity of security hardening more deeply.At the same time,it provides objective,comprehensive,and intuitive evaluation methods for curriculum learning.After the network security course system was established,it was applied in teaching practice.The first is the choice of teaching practice platform.In order to meet the AWD(offensive and defensive)training mode of the learning situation,the corresponding platform is required to support.According to the existing conditions,the virtual computer software is used to set up the AWD environment after the homework exercises,and the AWD professional platform: the training platform and the combat platform are used in the classroom.The AWD professional platform can not only provide students with resources and virtual environments,but also provide students with a real penetration testing and security hardening experience,which meets the characteristics of the post of network security,and implements course management,recording,and arrangement to facilitate tracking of students' Study and conduct comprehensive evaluation of processes and results.In the course learning process,action-oriented teaching methods are mainly used to organize teaching,highlighting student-centered thinking,and motivating students to actively construct knowledge and form their own knowledge system.After the network security teaching practice,the effect analysis was carried out,mainly through two ways: course feedback and learning effect feedback.The course feedback surveyed the students' satisfaction through questionnaires,and then conducted data analysis.Learning effect feedback Through classroom tests and enterprise tests,the assessment of students' mastery of curriculum knowledge and the adaptation of social positions are assessed respectively.Finally,the rationality and deficiencies of the course development were demonstrated based on the results,and then the course system was improved.