Study On The Teaching Reform Of The Practical Training Course "Fundamentals And Skills Of Electronic Technology" In Secondary Vocational Schools Based On The Modular Teaching Method

With the progress of science and technology,electronic technology has become an important driving force for social and economic development,and the cultivation of electronic related professionals has become an important national strategy.The important goal of vocational education is to cultivate high-tech skilled talents,and the improvement of vocational skills is an important goal.However,the content and teaching form of traditional electronic technology secondary vocational courses are disconnected from the needs of social positions,and the skill level of students cannot meet the needs of social development.Therefore,there is an urgent need for teaching reform of electronic technology courses in secondary vocational schools.In the "Modern Vocational Education System Construction Plan(2014-2020)",it is clearly stated that taking modern education concepts as the guide,strengthening the key areas and weak links of modern vocational education system construction.From a series of policies on teaching,it can be seen that cultivating versatile talents with comprehensive vocational abilities has become an important topic in the curriculum reform and development of vocational education.Currently,the teaching of the course "Fundamentals and Skills of Electronic Technology" for the major of applied electronic technology in secondaryvocational schools is mainly based on traditional teaching models,which is difficult to adapt to the requirements of electronic information talents in the information era.Therefore,it is necessary to explore new teaching models.Based on the above problems in the teaching of the practical training course "Fundamentals and Skills of Electronic Technology",this study adopts a modular curriculum development idea,combining two curriculum development models: MES vocational skills development model and CBE competency based curriculum development model.Based on the review of domestic and foreign literature,first of all,by investigating the current situation of the course "Fundamentals and Skills of Electronic Technology" among teachers and students in this major,we identified the existing problems in the current course,visited electronic information related enterprises,conducted a detailed survey of their market human resources and job competency requirements,summarized the electronic information job group,and analyzed the work content and tasks of relevant positions.First of all,using the MES vocational skills development model as the theoretical basis for curriculum development,based on job analysis,the structure of the practical training course has been reorganized into three parts: the basic module,the comprehensive application module,and the intelligent design module.The three modules are constructed gradually from shallow to deep,and each module is composed of several projects.Each project is relatively independent and flexible,and can be updated and shared with professional groups at any time.In addition,the module content design follows the CBE competency based curriculum idea,decomposing the competency areas and specific abilities required for the position,and conducting a structured analysis of the five competency dimensions of professional specific abilities,namely vocational cognition,general abilities,specific abilities,key abilities,and expanded abilities,thereby transforming the overall curriculum objectives and competency oriented module objectives,and matching the corresponding curriculum content for each competency module,Then construct a curriculum content organization relationship that conforms to the cognitive rules of students,and based on this,construct a progressiveproject content based on competency modules,so that the practical training project is compatible with vocational skills at the same time.Finally,take "LED water lamp design and installation" as an example to illustrate the specific content,forming a course content implementation route and evaluation methods.