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现阶段在中职《发动机排故》课程教学中,往往受实车数量、场地、课时、安全等因素的影响,人均教学资源严重不足,不能全面有效地实施行动导向教学,长期以来削弱了学生的学习兴趣和知识建构,抑制了学生职业行动能力的养成。“理、虚、实”一体化教学模式的科学运用有效地解决了学生学习兴趣薄弱、理论与实践脱离、教学资源短缺的三重难题。该文以空气质量传感器教学为例,对“理、虚、实”一体化教学实践作具体分析,希望能促进其在其他专业课上的推广和应用。
At this stage, the teaching of “engine troubleshooting” in secondary vocational school is often influenced by such factors as the number of real vehicles, the venue, class hours and safety, and there is a serious shortage of teaching resources per capita. Therefore, it is impossible to implement the action-oriented teaching in an all-round and effective manner and weakened students for a long time Interest in learning and knowledge construction, inhibit the development of students’ professional action ability. The scientific application of integrated teaching mode effectively solves the triple difficulty of students’ weak interest in learning, the separation of theory and practice, and the shortage of teaching resources. Taking air quality sensor teaching as an example, this paper makes a concrete analysis on the integrated teaching practice of “Li, Li, Shi” and hopes to promote its application and promotion in other specialized courses.