Teaching Practice and Experience of Packaging and Printing Technology Courses (2)

After the project is finalized, contrary to the conventional teaching process of “teaching → learning → doing”, the reverse teaching process of “doing → learning → teaching” is adopted. Students are asked to do it without any explanation so that the student will bring many The question is asked while studying actively. For example, when teaching the hardcover book processing technology, first of all require each student to produce a beautiful hardcover book works, after the students get the project list, they will face many problems, such as what materials, how to calculate the size, first do What to do, what to do after, what equipment to use, how to operate these devices, etc. In this process, the student is the main body. He actively discovers and raises questions. He is generally more eager and able to concentrate on seeking answers. At this time, the teacher can focus on the students' more concentrated questions, and they can use individual explanations to solve the individual problems. This kind of learning effect is much better than the direct teaching by the teacher. In addition, during the student's work, the teacher must observe the problems and failures of the records. After the project is completed, students are required to sort out the entire process flow, process principle, calculation of parameters, equipment operation and use methods, finished product quality testing and analysis according to the requirements of the internship report. Finally, the students are analyzed and discussed according to the whole practice link and the student's internship report. , And by the teachers involved in the project. A systematic summary of theoretical and practical content. Practice has proved that this teaching process is very effective in mobilizing the enthusiasm and creativity of students' learning. It also enables students to integrate what they have learned and deepen the understanding and digestion of theoretical content while mastering the technology of operation. The reverse teaching process of “Doing → Learning → Teaching” is shown in Figure 1.

2.2 Use of a variety of teaching methods As can be seen from the above, in the teaching of packaging and printing technology courses, different teaching methods are required for different teaching procedures. The following teaching methods can be interspersed and used: focusing on explanation and on-site operation , questions and answers, course design, discussion, research and analysis, and defense.
2.3 Reform of Examination Methods Since the packaging and printing technology courses contain a lot of production practice content, it is obviously not appropriate to adopt a traditional single volume examination. It cannot truly reflect the student’s academic performance. The use of multi-faceted and multi-linked assessment of student's course performance in teaching. The specific assessment items and methods are as follows.
a. Volley test: the proportion of the total score of the course is 30%. It mainly assesses students' mastery of theoretical basis and technical principle.
b. Internship operation ability: The proportion of the total score of the course is 30%. It mainly assesses the students' skills in process operation, equipment use, operation specification and independent production. The teacher observes and evaluates the students in the usual practice.
c. The quality of the work: The proportion of the total score of the course is 10%. The teacher evaluates the quality of the finished product produced by the student according to the national standard and gives the corresponding result.
d. Internship report or course design report: the proportion of the total score of the course is 10%;
c. Answers to questions, discussions, and defenses: The percentage of the total score of the course is 20%, which is assessed by the teacher and other students.
2.4 Teaching Software and Hardware Supporting Construction
2.4.1 The software construction of the packaging and printing technology course is designed to match the various aspects of the course teaching: In the teaching, a complete set of teaching documents and courseware are designed and designed, mainly including: electronic lecture notes, the latest teaching outline, and a whole set of training project sheets (cards) , multimedia courseware, process construction bills for simulation production practices, signal sample sheets, production contracts, etc. These teaching documents greatly regulated the teaching process and enriched the teaching content.
2.4.2 Hardware Construction of Packaging and Printing Technology Courses In order to ensure the teaching effectiveness and quality, our institute has made active efforts in teaching and has been equipped with a set of teaching experiment equipment and tools to basically meet the needs of various process teaching links.

3 Teaching experience

Through the continuous practice and exploration of the teaching of packaging and printing technology courses, we have obtained the following experiences:
a. Teaching should be based on the relationship between students and teachers. In teaching, students should always be placed in a dominant position. All teaching processes and links should pay attention to cultivating students' initiative and creativity, avoiding “full house filling”, and teachers should give less guidance and more guidance. Although teachers are in the counseling position in teaching, their design of teaching links is the key to teaching.
b. Teaching content is based on practice and theory is an auxiliary line. For the course of technology, its related theoretical content is set up for the process technology. In the teaching, it is not necessary to pursue systematic and rigorous formula derivation, but to focus on practicality and pertinence. Take practice as the main line of teaching, clarify the theory and principle involved, which is beneficial to students' understanding and application;
c. The use of "doing → learning → teaching" in the reverse teaching process is conducive to guiding students' initiative and creativity in learning. The “Doing→Study→Teaching” teaching process enables students to learn with problems and change from passive learning to active learning. Students are doing middle school and teachers are doing teaching. This kind of teaching program is very suitable for technical and technical courses. teaching;
d. The teaching style should be diversified. Using a single form and method of teaching will make the teaching style dull and boring. In the teaching of technology courses, we must be good at combining the contents of the courses, using explanations, design, production, equipment operation, discussion, defense, research, testing, and other forms. In combination with modern teaching methods, we can greatly enrich teaching content and improve teaching effectiveness. .
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