1. Functions and characteristics of general technology practice room (1) Function introduction Provide labor skills training, science and technology production, design and application of general technology, and provide a place for comprehensive practice activities. It is to implement quality education and cultivate students' innovative spirit and entrepreneurial awareness. , Planning ability and hands-on practical ability. Through the learning and operation of courses such as metalworking, fitter, carpentry, technology and design, electronic control technology, simple robot production, etc., students' practical ability, scientific and technological design ability and innovative spirit are trained. It is based on the design concept of "science and technology education curriculum system" and "intelligent robot-assisted teaching system", and is guided by the needs of elementary and middle school scientific inquiry, research learning, comprehensive practice and general technical education. "The seven major knowledge topics:" Structure, design, machinery, electronics, control, programming, system "research and development and design, fully embodies the five educational characteristics of" teaching, learning, doing, using, playing ". Second, the environmental design of the general technology practice room The general high school general technology course is based on the students ’hands-on operation, personal experience, and personal experience, focusing on" doing middle school "and" doing while learning ", emphasizing through design, production and experiment Other activities to obtain technical practical experience, based on practical courses. Therefore, the construction of general technology practice room is one of the necessary conditions to ensure the implementation of general technology courses. The general technology practice room is not only an important place for teachers to impart technical knowledge and skills, but also an important place for teachers and students to conduct technical exchanges and discussions, as well as an important place for students to carry out technical design in and out of class.
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Relying on the "Science and Technology Education Curriculum System", we have closely followed the internationally cutting-edge research and development concepts of youth science education, technology education, quality education and intelligent robot-assisted education, and successfully developed science and technology education that meets the teaching needs of the new national curriculum standards. Teaching experiment system.
The experimental equipment takes several "classroom experiment items" as the main carrier and form, and each experiment item has corresponding "experiment parts and components, study manuals, and independent packaging". During the class, under the guidance of the instructor, the students will conduct experiments in groups of two students.
Each experiment project has its own independent teaching and experiment module, including the corresponding teaching theme, experiment goals, experiment steps, experiment analysis, experiment expansion, teaching guidance and so on.
There are also continuity of knowledge and technical methods between the experimental projects, including seven major teaching topics such as "structural design, simple machinery, electronic control, automatic control, technology and design, electronic control technology, simple robot", which makes the whole course The knowledge of the system is systematic and continuous. In addition to allowing students to master the "two-dimensional" process-based technical design method of "demand analysis, idea generation, design planning, hands-on production, evaluation analysis, system optimization, and application development", they can also To allow students to master the "three-dimensional" systematic technical design concepts and methods of the vertical correlation of knowledge development.
The formulation of each test project fully considers the relationship between the basic, expanded, and inquiry courses. The teacher can teach according to the breadth and depth of the knowledge points contained in each test project and the actual application in real life. The teaching requirements of the three types of courses, as well as each student's interest preferences and knowledge understanding ability to flexibly use the experimental project.
(2) Features of the function:
System design science embodies the "National Technical Education Curriculum Standards" and teaching objectives, and its wide application will surely have far-reaching significance for China's science and technology education. It has the following characteristics:
1. Cultivate students' technical literacy and ability in the hands-on practice process. The actual technical activity project is used as a carrier to allow students to participate in the whole process of technology activities. It encourages students to combine hands-on operation and brain design to enable students to pass the actual experience. In the process of inquiring and practicing, the preliminary technical ability, technical thinking mode and consciousness are formed, and on the basis of this, the students' technical practical ability is finally developed. The content selection of the activity project focuses on basic technology and related knowledge with "commonness, general law and general principles", and emphasizes the practical application close to students' daily life, traditional industrial production and modern information technology development, so that students can correctly understand traditional technology and modern Technology development relationship.
2. Cultivate students 'comprehensive ability to solve problems through the integration of different knowledge. The product integrates the knowledge of multiple subjects through the knowledge theme of each activity project, prompting the students' level of knowledge to rise to a level, breaking the stereotypes of thinking. Recognize problems in a comprehensive manner, learn to learn knowledge and solve problems with a systematic concept. Realize the further integration of the knowledge and formation ability of a course with the actual problem solving, so that students can form an overall understanding of the world and comprehensive problem solving ability.
3. Stimulate students' creative ability with novel and interesting teaching mode. This product has changed the traditional teaching and learning mode of technical courses, highlighting the research-based learning based on "practice, experience and inquiry". Ways to provide students with more space for independent inquiry, innovative applications, inventions and creations, guide students to actively participate, let students actively discover the transferable labor technology elements, awaken, dig, and enhance students' innovation potential, so that students From "learning technology" to "learning technology", improve its innovative spirit and practical ability.
4. Cultivate students' teamwork spirit with the teaching mode of group experiment. This product emphasizes the teaching method of group activity. During the activity, students strengthen communication, exchange and cooperation through discussion, division of labor, research and other forms. After the activity is completed, students can form a good communication atmosphere through the introduction of activity works, communication performance, experience and experience, self-evaluation, mutual evaluation, etc., so that students can develop a team consciousness of communication, cooperation, and listening to others. The quality of cooperation and the spirit of continuous innovation.
Since it is generally believed that the general technical courses belong to the science category, the construction of the practice room will generally continue the construction method of the science laboratory, that is, just a place for students to do experiments. This is a narrow view. The general technology practice room is not only a place for teaching and learning, discussion and practice, but also an important place for teachers and students to live together. Therefore, we must have a comprehensive understanding of the construction of the practice room. We must not only pay attention to the configuration of teaching tools, but also pay full attention to the environmental design of the practice room, because the environment also contains rich educational content and is also an important component of technical education. section.
The environmental design of the general technical practice room involves a lot of content, but the focus is on the design of "resource area design" and "rational seating arrangement".
1. Design of the resource area The indoor space of the general technical practice room can be divided into a work area and a resource area functionally. Work area refers to the area where teachers and students carry out activities. A resource area refers to an area where tools, instruments, equipment, and materials are stored. Because different technical design activities have different requirements for tools, instruments, equipment, materials, and required activity space, it is particularly important to design resource areas scientifically and reasonably in order to obtain good results.
There are two main types of resources in the resource area of ​​the General Technology Practice Room, one is material resources and the other is conditional resources. Material resources directly affect the curriculum and are the materials and sources for students' technical learning, mainly including tools, instruments, equipment, student works and learning results (including homework and learning experience), technology-related materials, slogans, stickers, honor lists, etc. . Conditional resources act on the course but do not constitute a direct source of the course itself, but to a large extent determine the quality of the implementation of the general technical course, mainly including desks and chairs, podium, writing board, multimedia, sanitary appliances, medicine box, fire Equipment etc.
When designing the resource area of ​​the General Technology Practice Room, we believe that we should pay attention to the following aspects:
(1) Arrangement of instruments and equipment The instruments and equipment in the general technical practice room can be used not only during class, but also to create a technical atmosphere on weekdays, so their placement must be reasonable and at the same time must be intuitive, Requirements for safety, easy storage and use. For example, tool equipment, their main feature is their heavy weight, they should generally be placed in a closed, relatively stable storage box or hanging on a fixed hook in the storage cabinet, the front of the storage box (cabinet) is designed to be transparent , This not only prevents the tool from getting wet, but also facilitates students to visit and take it.
(2) Display of works and achievements Displaying students' works and achievements in the general technical practice room is a very effective teaching aid method. In the actual teaching process, students feel extremely proud and proud of their work being put into the display cabinet. This aspect can stimulate the students themselves, and on the other hand, it can also provide reference for other students.
The display of student works and results should be obvious but unobtrusive. If the display cabinet is placed in a very conspicuous place, it is easy to distract the students during the class. Therefore, it is most appropriate to put the display cabinet behind the general technology practice room. In this way, students can see their achievements or works as soon as they enter the general technology practice room, so they can devote themselves to technology learning with a happy mood. .
At the same time, some columns can also be set on the rear wall of the general technical practice room, such as new technology release, learning experience, etc., used for information release of new technology and new achievements discovered by teachers or students and student design reports and learning experience.
(3) Design of desks and chairs In the teaching of general technical courses, because different classes have different requirements for desks and chairs, specific designs should be made according to specific requirements. For example, during design classes and discussion classes, we need tables with brighter colors, lively and cute shapes, and rich variations. While in the production class, we require the table to be strong, smash-proof, and strong, and to have some protective measures (such as protective nets, etc.), but there is no requirement for the flatness of the color.
(4) The design of the lecture table The general technical course requires teachers and students to have extensive communication and cooperation in teaching, so the lecture table cannot be designed too large, otherwise the communication between teachers and students will be restricted to a certain extent, the size of the lecture table It should be adequate. But in this way, the teacher may feel that the place is not enough during the presentation. Therefore, we suggest preparing a mobile demonstration platform in the general technical practice room. This demonstration platform can be pushed to any location in the classroom according to the needs of teaching. This will not only overcome the inconvenience caused by the large platform, but also allow you to Demonstrating experiments in places that are deemed appropriate can be described as a double benefit.
(5) The general technical courses of relevant materials and data query equipment are closely connected with actual life. In the technical design process, students need to query a lot of relevant information. Due to the tight class time, it is obviously unrealistic and difficult for students to query outside the class. Therefore, the general technical practice room should be equipped with some corresponding materials for students to consult, and computers can also be provided for students to make network queries. Since this kind of information review is generally conducted during the discussion class or the students ’own design or outside the class, it is best to install relevant query equipment in a more conspicuous place, such as the side of the classroom podium, for easy management and supervision.
(6) The setting of the medicine cabinet The setting of the medicine cabinet in the general technical practice room must meet the requirements of human-computer relations, and can meet the psychological and physiological safety needs of students at the same time. The design of the medicine cabinet should be transparent and not on the front Lock, medicine placement should be intuitive and easy to take. The medicine cabinet is best placed in a conspicuous place (such as the side of the podium). The height from the ground should be based on the average height of the students. The color of the cabinet should be eye-catching.
In short, when designing the resource area of ​​the general technical practice room, we must consider both the practicality of the class and the education in the weekdays, not only to meet the physiological requirements of the students for the practice room, but also to meet the students ’needs for the practice room. Psychological requirements.
2. Seating arrangement Seating arrangement is also an important part of the general technical practice room environment design. Due to the different requirements for seating arrangement for different class content, for example, when students need to concentrate on listening to the teacher to teach the course content and do not want to be disturbed by others, the arrangement of the seat should make the student face the presenter; and when the student needs and surrounding When their peers communicate and discuss, the seating arrangement should be as face-to-face as possible. Therefore, it is very important for the teaching of general technical courses to arrange seats flexibly and reasonably according to actual needs. Therefore, the author believes that it is necessary to analyze and explain the arrangement of seats. Common seating arrangements are as follows:
(1) Classroom type (desk type)
This arrangement is the same as the ordinary classroom. Its purpose is to let students focus on the teacher, concentrate on listening, and take notes, so it is more suitable for conventional theory teaching. This type of seating arrangement is more traditional, and it is more suitable for classes that do not have good behavior habits or classes that the teacher does not know about students. The disadvantage of this seating arrangement is that the interaction range and interaction between teachers and students are limited.
(2) Semi-circular arrangement This arrangement is to arrange all the seats in the practice room in a concentric semi-circle, and set the podium on the circular center. This arrangement will allow all students to participate in classroom activities as much as possible, creating a good atmosphere for teachers and students to discuss and study together; second, when teachers are doing demonstration experiments, all students can carry out close Observe and can participate. This type of seating arrangement is suitable for all classes except for special classes that require group discussion and processing after students develop good behavior habits. In this way of seating arrangement, the democratic atmosphere is relatively strong, and teacher-student exchanges are relatively close. It is worth mentioning that this kind of seating arrangement has higher requirements on teachers, and the classroom is not easy to control.
(3) This type of teahouse arrangement means that according to the actual needs of teaching, 5-6 students are organized into a learning group to form a relatively independent group. The size of the group can be determined according to the instructional design. Once determined, it is not easy to change during the class. This type of arrangement facilitates discussion between students and students, and does not prevent students from listening to teachers. The biggest feature is that students can have intimate contact, the environment is more relaxed, and the space is larger.
The experimental table used in this solution is a trapezoidal table, which can be spliced ​​in various shapes as needed.
3. Summary The environmental design of the general technology practice room has both practical value and educational value. The environment is a silent educator. When students are in it, they will feel the charm and temptation of technology invisible, and they will have an impulse of "I want to participate." Come here. Therefore, the construction of the general technical practice room cannot ignore the environmental design. 
2011 high school general technology laboratory construction plan (technology and design 1, 2)