"Multi-axis Parts Programming And Processing" Curriculum Development Based On Work Process Systematization

In recent years,with the increasingly expanding demand for high-end CNC machine tools in Guangdong's processing and manufacturing industry,the need for technical and skilled talents in this area has continuously increased.More and more graduates who major in machinery of vocational schools have engaged in multi-axis CNC machining related positions.At present,"Multi-axis Parts Programming and Processing" is a core course for CNC technology and processing majors in vocational schools,which requires students not only to master the reading of parts drawing,operating multi-axis CNC machine tools and testing the quality of parts,but also to cultivate their knowledge and skills in multi-axis programming and simulation processing.However,in view of the current course content,the focus is on training multi-axis CNC machine tool technicians,thus ignoring the cultivation of students' multi-axis programming and simulation processing capabilities.In addition,the course is instructed by subject teaching method of propositional network or concept hyponymy.The course with the goal of memorization and understanding seldom involves application and neglects vocational students' cognitive methods.In most cases,curriculum evaluation is performed by adopting the way of theoretical written examination,and the authenticity of post occupational standard is barely evaluated.Therefore,through "Multi-axis Parts Programming and Processing" course development based on systematic work process theory,this research is aimed at training personnel who can meet the needs of multi-axis machining related positions in enterprises.In this research,literature method is adopted to study the systematic work process theory for course development.Then,questionnaire survey and interview method are used to investigate and analyze the current status of the course.Next,interview and observation methods are used to investigate enterprise positions andtypical work tasks are acquired from practical expert seminars.With typical work tasks as the basis,typical work process and areas of action are integrated and summarized to transform into areas of learning.With students' career growth laws and selected processing methods as the reference system,four learning situations with progressive difficulty are designed.Then,with the typical parts processing cases of the enterprise and the selected processing complexity as the secondary reference system,eight typical learning tasks are designed.Each task's course target is positioned with the time sequence and actions of the company's work process as the reference.During the teaching implementation of the learning task,it is necessary to couple the typical work process with the universal work process so as to cultivate students' mental skills.For teaching evaluation,the enterprise occupational assessment standard and occupational qualification assessment standard are used as the referential design assessment indicators.In the end,the effect of this course development is verified through teaching practice.In this research,following problems are settled.For example,goal positioning of "Multi-axis Parts Programming and Processing" course in secondary vocational schools is low,courses lack systematic content,course evaluation lack authenticity,and students cannot meet the needs of enterprise positions.Through the teaching practice,students can improve their professional ability and occupational accomplishment,thereby meeting the professional requirements of multi-axis processing related positions of enterprises.