1 Problems existing in road engineering drawings
1. 1 The course content is too theoretical.
First of all, blindly continuing the traditional teaching content is not only difficult to meet the actual needs of higher vocational students for course teaching, but also unable to meet the needs of practical engineering development for talents and skills mastery. Traditional teaching content theory teaching content occupies the main position of curriculum teaching and lacks corresponding practical activities. The traditional teaching mode is mainly manual drawing teaching, and the utilization rate of corresponding drawing software such as CAD is low. Secondly, when teachers explain professional engineering drawing, they usually focus on drawing reading methods and drawing methods, ignoring the cognitive teaching of structure, which makes the actual teaching effect deviate from the expected teaching effect. Thirdly, the content of computer teaching is too simple, and there are few practical hours on the computer, which makes it difficult for students to master the drawing process, thus failing to meet the social demand for highly skilled talents.
The teaching mode of 1.2 course is out of date.
In the traditional teaching mode, teachers occupy a dominant position in the classroom, and students are more passive in the classroom, which leads to some students' little interest in the classroom and it is difficult to mobilize their learning enthusiasm. Injection teaching and "full hall irrigation" teaching are still the mainstream teaching modes, which not only prevent students from fully integrating into classroom teaching activities, but also limit the further development of students' imagination, creativity, hands-on ability and self-management ability to some extent. Secondly, the evaluation of teachers' teaching quality is usually based on students' test scores. This kind of teacher assessment mode leads teachers to pursue students' test scores too much and ignore the cultivation of students' practical ability, which limits the improvement of students' comprehensive ability.
2. Practical approaches to the reform of road engineering drawing course
2. 1 Optimize the teaching content
Higher vocational colleges should implement the guiding ideology of vocational education, take necessity and sufficiency as the basic principles, take application as the basic purpose of teaching, take the cultivation of students' comprehensive ability as the main work content of teaching, improve students' theoretical knowledge system and enhance their skill operation ability. For example, when the teacher explains the profile, let the students understand the basic definition of the profile and let them draw by hand to deepen their understanding of the graphic structure. Secondly, teachers should guide students to use CAD and related drawing software to draw profiles. Before students draw graphics, the teacher should tell them the relevant matters needing attention and the application of graphic shortcut keys. For example, in CAD software, using shortcut keys such as "PL" to draw multi-segment lines and "TR" to cut and cut can improve students' drawing speed to some extent. In addition, teachers should focus on the basic knowledge such as points, straight lines and plane projections when explaining geometric figures, and can properly explain the contents with low practical application and strong abstraction, so as not to let the theoretical explanation part occupy too much course teaching time. Teachers regard "intensive teaching" as an important teaching principle in teaching activities, appropriately reduce the difficulty of theoretical teaching, and strengthen the pertinence and practicality of teaching.
2.2 Improve the curriculum system
As a course with less class hours, more teaching contents, more abstraction and practicality, road engineering drawing is more difficult for higher vocational students with relatively weak learning foundation in high school. Teachers should fully consider the characteristics of the curriculum and students' learning ability, appropriately adjust the teaching content and teaching mode, and reconstruct and improve the curriculum system. This can not only improve students' knowledge system, but also enhance their learning ability. Teachers should improve teaching design according to reference factors such as professional activities and ability training. Teachers can choose the structures and components that are often used in the process of road construction and design as important projects to cultivate students' practical ability, and decompose the engineering sub-projects into phased ability training tasks and integrate them into teachers' daily teaching activities to realize the integration of theory and practice teaching. This teaching method can not only improve students' practical ability, but also improve teachers' teaching quality. Secondly, higher vocational colleges can also carry out course training activities, so that students can deeply understand the theoretical knowledge they have learned and turn what they have learned into practical operation ability. Through practical training activities, we can not only give full play to the role of computer drawing, but also promote students' creativity and imagination and strengthen their practical ability.
2.3 Reform the teaching mode
Teachers should combine the learning characteristics of higher vocational students and appropriately increase interactive teaching links such as classroom discussion and classroom training in teaching activities, which can not only enhance students' dominant position in the classroom, but also increase students' classroom activity. In teaching activities, teachers should guide students to actively ask questions about the teaching content and let them think about the questions raised, so as to improve students' low participation in classroom teaching activities under the traditional teaching mode. Secondly, teachers can properly integrate multimedia teaching technology into daily teaching activities, which can deepen students' understanding of the internal structure of graphics. Teachers can display graphic painting vividly and stereoscopically in front of students through multimedia teaching technology. Teachers should always take "shape" as the carrier of teaching content and plan teaching practice activities in the actual teaching process, which can not only enhance students' spatial imagination, improve students' graphic cognition and drawing ability, but also strengthen students' logical thinking ability. Teachers can pick up points, lines and surfaces on the body surface for teaching activities. For example, students can analyze the points, lines and surfaces picked up by teachers and draw a plane projection of the body, which conforms to the students' cognitive rules, thus deepening students' cognition and memory of the body. At the same time, teachers should let students master CAD three-dimensional modeling technology, guide students to complete the transformation between plane and space, and improve their spatial thinking ability.
3 Conclusion
In order to optimize the teaching content, we should shorten the theoretical teaching time, increase some practical classes, strengthen the core strength of the course and promote the improvement of students' comprehensive quality. At present, there are still many problems in the course of road engineering drawing in China, such as excessive theoretical content and outdated teaching mode, which limit the further development of engineering drawing in China. Therefore, teachers should reform the existing teaching mode, constantly optimize the teaching content, increase teaching practice activities, and realize the all-round development of higher vocational students.
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