Discussion on Teaching Reform of PLC Applied Technology Course

Jin Dongqi Heilongjiang Vocational College of Agriculture and Economics Mudanjiang, Heilongjiang 157041

Abstract: According to the goals and requirements of vocational professional personnel training, the PLC application technology curriculum is reformed. Actively explored in cultivating students 'interest in learning; introducing the method of "project introduction, on-site teaching"; choosing teaching software; improving experiments and training methods, and striving to cultivate students' practical ability and practical application ability in the teaching process .
Keywords: PLC application technology; project introduction teaching method; teaching reform; ability training

Programmable Logic Controller (PLC) is a product developed on the basis of relay control and computer control. Since the late 1960s, the United States first developed and used programmable controllers. Germany has also developed its own PLC. At present, it is widely used in the field of industrial automation and control. PLC and its network are recognized as one of the three pillars of modern industrial automation (PLC, robot, CAD / CAM), and its universal application in industrial control has become an evaluation of a country ’s industrial automation level. One of the standards. According to the development situation and needs, PLC technology has now become a required course for related majors of various vocational and technical colleges. But in the course of engaging in the teaching of PLC, I feel more and more deeply that it is really not an easy task for students to really grasp the knowledge of the course. In order to improve the teaching quality of PLC application technology courses and cultivate students' professional skills, the author has achieved good teaching effects by reforming the teaching content and teaching methods.

1 Teaching process design

According to the laws of educational cognition and the characteristics of students and their courses, the author has designed the teaching process into three teaching stages.

1.1 Elementary stage-develop interest and raise awareness

There is a saying that "a good start is half of the success of the matter", a large part of vocational students take a refusal attitude to uninterested and more complicated issues, so it is a good idea to stimulate students' interest in learning In the beginning, improving students' understanding of the course is the motivation for students to learn, and deepening the students' understanding of the course can eliminate the students' fear.

In the first class at the beginning of each teaching cycle, the author must make clear the content of the course to let students understand that PLC is the most widely used, most practical, and most urgently needed practical technology in modern control equipment. List the examples of PLC widely used in industry, agriculture and daily life, such as: production lines of enterprises, neon lights in cities, control of crossroad traffic lights, elevator control, artificial fountains, vending machines, school CNC machine tools, etc. Students have some understanding of the PLC course, which makes students feel that PLC technology has been widely used around them. Then use multimedia to demonstrate a manual process to realize automatic control after using PLC, such as automatic door control. In the second class, in order to enhance students' perceptual understanding and broaden their thinking space, the author organizes students to visit and learn from the off-campus internship base, so that students can understand the practical application of PLC in the factory, and let factory workers who are familiar with PLC introduce their knowledge To eliminate students' fear of learning.

1.2 Intermediate stage-project leading, step by step

The theoretical basis of "project introduction, on-site teaching" is "doing in school, doing middle school" advocated by Mr. Tao Xingzhi. This teaching method is to introduce the actual project of engineering into the teaching, and throughout the teaching, use the engineering project and tasks to guide the new knowledge and stimulate the students' motivation to learn; when the knowledge is transferred, the practical problems of the project should be closely combined to make the students learn useful; During the learning process, students personally compile and debug practical programs to simulate the whole process of control and achieve practical use; apply different commands and methods to achieve the same control and achieve integration; finally, through the practice of the practical training part, students will succeed Programming experience. The author introduced 8 small lamp light control examples when teaching the application of timers. In the subsequent teaching of counters and related functional instructions, this example was repeatedly cited and practiced repeatedly by students. The knowledge went from shallow to deep, and the program structure went from complicated to simple. Finally, after using the arithmetic instructions to compile the control program, the program changed from more than one hundred lines to more than a dozen lines when the original timer was implemented, and students felt that learning has become more and more simple.
Compared with the traditional teaching method, the instructions are finished in one brain, and the examples are only contacted at the end. During the explanation of dozens of instructions, students lose interest in the use and usage of these instructions; in this way, the project is imported in time. On-site practical operations can activate students 'interest in learning, make learning easy and enjoyable, and at the same time, they can cultivate students' practical ability and practical application ability, and enhance the applicability of learning.

1.3 Improvement stage—comprehensive project, exercise capacity

At this stage, students have mastered simple applications of basic instructions. According to the needs of enterprises, we put forward higher requirements for students, mainly including: mastering typical devices such as solenoid valves, sensors, cylinders, robots, mechanical parts and other components in automatic lines The installation and debugging skills, can use PLC to achieve control requirements; can draw and connect PLC I / O wiring; can design I / O port communication program to jointly control multiple PLC-controlled devices; can use PLC to control automatic equipment Inverter, stepper motor and servo motor; can use analog input module to achieve temperature and pressure measurement control, the above requirements are implemented in a two-week concentrated teaching practice.

2 Reform of teaching methods

2.1 Selection of supporting teaching software

During the PLC teaching process, the author clearly felt that the content of basic knowledge was generally okay after the above-mentioned teaching, and the learning enthusiasm was also high, and the initiative was also strong; When programming complex control systems, students generally feel strenuous. At this time, you need to choose PLC simulation learning software. The use of supporting simulation teaching software to assist teaching can achieve good results and is also welcomed by students. We chose the latest Chinese version of FX-TRN-BEG-C teaching software from Mitsubishi Electric. The software can be installed in a computer in a multimedia classroom. It is equipped with a virtual workbench and equipped with operation instructions given by experts. Using 3D virtual space design, it simulates a variety of real scenes, which are wonderful and vivid. Students can better digest the theoretical knowledge learned through the software simulation practice. At the same time, through the human-computer interaction of the software, they can debug the program, try to change some instructions in the program, or even part of the program, observe the test results, and see the results immediately. This set of software greatly mobilized the enthusiasm of students to learn, but also improved the students' programming ability and mastered certain programming skills. The improvement of teaching effect is obvious.

2.2 Improve the method of experiment and practice

At present, the experiments and training instructions used in the PLC theory and application courses are very detailed. The contents of the experimental training are all "simple verification" and "mechanical repetition" items. The students do not need to use their brains, just follow the map and enter the program. Simple wiring can be completed. Such experimental training has little effect on consolidating the knowledge learned. In the teaching, we design or adjust the experimental content and requirements according to the actual situation of the students. Let the students compile the corresponding program before the class according to the content and requirements. Within the time specified in the experimental class, they can verify the program they have written. live teaching. In this way, in the process of experimental training, students are both hands and brains; they can not only find problems in learning, but also solve problems under the guidance of teachers, and finally achieve the teaching goals.

The content and requirements of the design experiment training should be based on the actual conditions of students of different majors and different levels, and highlight the professional characteristics. The optional experimental training content includes: basic instruction programming, motor forward and reverse, automatic control of material transport trolley, intelligent answering machine, simulation of traffic lights, simulation of liquid mixing device control, color light control, vending machine, robot control , Elevator simulation control, conveyor belt simulation, etc.

3 Conclusion

Like the entire teaching reform, the core of a course reform should also be the reform and transformation of teaching ideas and concepts. Education must meet the requirements of social and economic development for talents. The requirements of society for talents in higher vocational colleges are that they have a certain theoretical basis, higher comprehensive quality and strong practical application ability, that is to say, higher vocational and higher education Facing the application engineering talents in the production line. According to the needs of job abilities, the overall optimization of the curriculum system should effectively combine theory and practice, thinking and action, classroom teaching and practical teaching, truly embody and implement quality education, transform knowledge into ability, and improve the overall quality of students. In the daily teaching activities, we insist on emphasizing and implementing the guiding ideology of "the knowledge used is the power". The key to "using knowledge is power". The key is to use, to use is to practice, to integrate theory with practice, and to attach great importance to practical teaching.

references

[1] Zhou Danong, Qi Yaguang, Wu Yaping. Strategy for implementing the vocational qualification certificate system at the vocational college level [J]. China Vocational and Technical Education, 2008, 21
[2] Jiang Dayuan. Teaching Methodology of Vocational Education [J]. Chinese Vocational and Technical Education, 2007, 25
[3] Jiang Jinxin. Practical course construction oriented by working process [J]. Vocational Education Newsletter: Journal of Jiangsu Technical Teachers College, 2008, 5

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