Research On The Application Of Task-driven Hierarchical Teaching Method In Course Of PLC Applied Technology In Secondary Vocational Schools

China has been advancing with a big stride from “Made in China” to “Manufacturing Power”,and it comes to an increasing demand for automation control in industry.PLC,as an important section of the control system,would be firstly taken into consideration.With a large number of processing equipment related to PLC put into use,it would usher in a period of rapid growth of the PLC market and the number of employees.In order to meet the needs of industrial automation control technical talents,various PLC courses in secondary vocational colleges have been set up.The research guided by “San Jiao” reform ideas of the “National Vocational Education Reform Implementation Plan”,takes advantage of the application of task-driven method in practical courses,aiming at the situation that there are great differences in the learning levels of students in secondary vocational PLC course under the class teaching system,and it is not suitable for students’ development by single way of teaching progress,teaching content and teaching goal.Based on the individualized teaching thought,multiple intelligences theory,constructivism learning theory,zone of proximal development theory and teaching process optimization theory,adapts research methods of literature research,statistical analysis,questionnaires,and experimental research to analyse the current curriculum characteristics and teaching difficulties of PLC courses in secondary vocational.Moreover,the necessity and feasibility of the implementation of the task-driven hierarchical teaching method are discussed in the paper.Taking the course of “PLC Appliced Technology” as an example,the research gives the specific implementation steps of the task-driven hierarchical teaching method,and extracts the content of the chapter "Traffic Light Control at Crossroads" as a case for teaching design.For the practical teaching section of 5 weeks of one semester in total,two classes in Electromechanical（2019）at the starting point of the junior high school from Yunfu Technician College were selected as the research objects.The experimental class implemented the task-driven stratified teaching method,while the control class implemented the traditional teaching method of integrating theory and practice.This paper compared and analyzed the data of experimental class and control class before and after practice teaching through two tests and two questionnaires,and finally summarized the results and shortcomings of the research.Research indicated:The task-driven hierarchical teaching has stimulated students’ interest in PLC courses and achieved the simultaneous improvement of knowledge and skills.More students have found the entry point of learning due to the hierarchical teaching goals and tasks,and the degree of participation has greatly improved.The teaching evaluation taken both process and result into account,which affirms the progress and experiences successes leading to students’ confidence in learning.The orderly organization of the task-driven stratified teaching class has improved the teaching quality of the PLC course,thereby improving the grades.At the same time,for the ten tasks of “PLC Appliced Technology”,three teaching tasks with different levels of difficulty gradient are designed.The research is of great significance to the cultivation of students at different levels in secondary vocational PLC courses under the class teaching system and the promotion of vocational education teaching reform.