Research on the Teaching of ProductionOriented Approach in

Research on the Teaching of Production-Oriented Approach in the Course of Electrical Control and PLC Abstract Yang Zhao School of Mechanical and Electrical Engineering Guangdong University of Science and Technology, Dongguan, China gaoyang 10124@yeah. net The Electrical Control and PLC teaching has been trying new teaching ideas and models. Some achievements have been made, but problems still exist. Therefore, the concept of production-oriented approach is used to reflect on the current situation of Electrical Control and PLC teaching, and then the results point out the problems, find out the reasons, and clear the direction of reform. The experimental results show that the implementation of the production-oriented approach is effective in improving students' academic performance. Students creatively complete the output tasks rather than mechanically understand the knowledge points. Students' initiative in learning is enhanced, and their desire for output is stimulated, which can improve their participation in the classroom. In order to explain the current situation and problems more clearly, it is summarized from three aspects: teaching objectives, teaching links and teaching evaluation. Text In the traditional teaching, as the teaching link of interpreting the teaching target content, it is almost the same teaching flow line mode [1]. The teaching mode itself is reasonable and based, but this kind of rationality is gradually submerged in the actual teaching operation, instead of boring and monotonous. The traditional teaching method focuses on the teaching material [2]. In the process of explaining the text, the teacher will guide the students to complete a small amount of practice exercises according to the content of the teaching material, and ask the students to complete the exercises after class. This kind of teaching method can't strengthen the knowledge in the teaching material [3]. This kind of teaching process takes the input as the main and the output as the auxiliary. The production-oriented approach is mainly composed of three parts [10]: the teaching concept, which mainly includes the learning center theory, the whole person education theory and the integration of learning and application theory, the teaching hypothesis, which mainly includes production driven, input Promotion and selective learning, and the teaching process, which mainly includes driving, Promotion and evaluation. Among them, teaching concept is the guiding ideology of the other two parts, which determines the direction of teaching hypothesis and teaching process. Teaching hypothesis is theoretical support and basis of teaching process. Teaching process is the concrete embodiment of teaching concept and teaching hypothesis. The intermediary role of teachers is embodied in each link of "teaching process". The purpose of this study is to verify the application of Production-Oriented Approach in Colleges and Universities for Electrical Control and PLC teaching. The teaching process of production-oriented approach includes three stages: driving, enabling and evaluating. All three stages must be mediated by teachers. The intermediary role here is embodied in leading, design, scaffolding and so on. Teachers need to change teaching methods under the traditional teaching mode, pay attention to improve the teaching objectives, enrich the teaching content, and promote students to fully learn knowledge in a limited time. The electrical control and PLC teaching should provide students with the opportunity of output, promote students to actively carry out practical practice, and reduce the negative evaluation of students. Due to the limitation of class hours, there are many teaching contents in class. Teachers need to set contents according to students' interest needs, existing materials, and students' application and needs in the same subject matter, and students are encouraged to carry out in-depth practice. Conclusion The Production-Oriented Approach emphasizes to guide students to learn independently, find the balance between teachers' intermediary role and students' autonomy, and grasp the degree well in the teaching process, which not only requires teachers to consider students' existing ability and cognitive level when designing tasks, but also the difficulty of tasks should not be too large, so that students can give full play to their autonomy. At the same time, task design should not be too simple, so that the intermediary role of teachers cannot be played, affecting the efficiency of the classroom. The application of productionoriented teaching theory not only puts forward higher requirements for teachers, but also requires the active participation of students. Only teachers and students work together, can we achieve good teaching results. On the one hand, teachers need to abandon the practice relying on exercises that test students' ability to understand the task in exam-oriented education, and take production as the guide. Teachers need to reasonably design teaching tasks that meet the requirements of curriculum objectives and meet the needs of today's social development according to students' level, and implement the teaching concept of learning and using in one. On the other hand, students need to actively participate in classroom activities, improve the ability of autonomous learning, and practice production. This kind of teaching mode makes students spend more time and energy on PLC learning. For students, it needs an adaptive process. According to the analysis of the current situation of production-oriented approach theory, the future research directions can be summarized as follows. Although the teaching practice of theory of production-oriented approach has shown results, the teaching practice is far from enough, and the effectiveness of theory of production-oriented approach should be paid more attention. This requires students to overcome the practice inertia and teachers to have a full understanding of the whole teaching theory and teaching process, and spend enough time to let students understand accept the production-oriented approach theory, and show students its effectiveness in the initial attempt. At the same time, the results of production-oriented approach theory teaching practice need to be tested. Whether the effectiveness of input materials, the design process of curriculum, or the collection of materials will affect the effectiveness and effectiveness of practical output to a certain extent, which requires teachers to understand the true meaning of "learning and using in one", realize the effective connection between input and production, and organically combine learning and application.