1 the significance of implementing information-based teaching
The development of information technology provides new ideas and new directions for modern education and teaching. The brand-new education mode based on Internet+education and the brand-new teaching platform based on micro-courses, large-scale open online courses, cloud courses and flip courses will make the teaching method no longer limited to the traditional face-to-face classroom teaching method, the blackboard, PPT, textbooks and other common teaching media in the conventional consciousness, but extend the content of classroom education to before and after class; The rapid development of big data analysis can also help teachers make use of the data analysis functions of various education and teaching platforms to make statistics and analysis on the specific needs of students and guide students to learn in a targeted manner. The new design of teaching content by means of information teaching can solve some common problems in traditional education and teaching methods. The information-based teaching platform provides a variety of "interesting" teaching methods from the introduction of basic concepts before class, the deepening of main knowledge points in class and the consolidation of key skills after class. Through "watching learning", "playing learning" and "learning by doing", the reform of teaching methods is realized, attracting students to fall in love with learning, thus improving the teaching effect.
2. The application of information technology in the training course of architectural structure drawing.
Drawing is the language of engineers. Understanding two-dimensional architectural drawings and transforming engineering entities into three-dimensional entities according to the two-dimensional drawings are essential skills for practitioners in the construction industry. Higher vocational colleges cultivate applied talents, and the training course of architectural structure mapping is an important professional practice course for architecture-related majors in higher vocational colleges. Through this course, students are required to read construction drawings skillfully and understand the related contents of engineering drawing. Because architectural drawing is usually expressed in plane, with professional reading rules, it is relatively abstract and difficult to understand, and some students lack spatial imagination, which makes teaching difficult. In order to solve such problems encountered in the previous teaching process, and at the same time, deeply study the application of information technology in the teaching of professional practice courses, this paper takes the professional practice course "Building Structure Drawing Training" as the research object, and studies its application in information teaching by adding bim technology which is widely promoted in the current construction industry. BIM (Building Information Modeling)-Building information modeling technology is a data-based tool, which simulates the real information of a building through digital information simulation based on all relevant information data of a building project, and has many advantages such as visualization, coordination, simulation and optimization. Three-dimensional visualization of building components in modeling can help students read the information of components, understand the layout of steel bars in components, and solve problems that are difficult to solve by traditional teaching methods.
2. 1 Analysis of the Teaching Content of Building Structure Drawing Training
The purpose of the training course of architectural structure drawing recognition is to enable students to use the basic theory and methods of structural design and construction, read and draw general structural construction drawings, complete simple drawing review and structural detail drawing, and complete the blanking calculation of basic components according to the drawings. The teaching content of the course is mainly divided into three parts: the first part is the simulation of the joint review of drawings, which requires students to read the construction drawings of this group of buildings in groups, collect and consult relevant materials and atlases, simulate the actual process of the joint review of drawings, and complete the joint review of drawings; The second part is to use BIM technology application software Revit20 16 to model and practice according to this group of architectural drawings. Students are required to create the first-floor structural model of an actual building on the basis of drawing design, and complete the Revit modeling of beams, slabs and columns of the first-floor structure.
Through the modeling process, be familiar with the construction drawing and master the drawing rules of plane construction drawing of structural members such as beams, plates and columns; The third part is to draw the structural reinforcement diagram. Students are required to draw the required structural reinforcement drawings and complete the reinforcement details of some beams, columns and stairs in this group of drawings on the basis of completing the joint review of drawings and Revit modeling. By drawing reinforcement drawings, they can master the drawing standards and structural requirements of plane construction drawings, be familiar with drawing standards, use standard atlas, be familiar with building structure, and understand the construction requirements and contents of professional drawings, so as to better understand professional drawings and meet employment requirements such as construction.
2.2 Information-based teaching design of architectural structure drawing training
In the application of information-based teaching in architectural structure drawing training, we should practice the concepts of "learning by watching", "learning by playing" and "learning by doing", and divide the course teaching into three parts: pre-class learning stage, in-class learning stage and after-class learning stage. Make full use of the online teaching platform of cloud class and push learning resources through diversified means such as pictures, videos and animations; Teaching AIDS are provided by means of preview test, question-and-answer discussion and achievement display. Through the statistical function of cloud class background data, the learning process of students is managed to make teaching more targeted. See figure 1 for teaching ideas. The first stage: pre-class learning stage. Before class, students are pushed the engineering drawings of curriculum design, the task book of curriculum design, micro-lessons of curriculum design knowledge points and other related resources through the mobile teaching platform of cloud class, so that students can learn independently in advance. Through the pre-class test activities, the students' learning situation is systematically recorded, and the teaching emphases and difficulties of the course are obtained by referring to the test results and the feedback of pre-class learning, and the knowledge points with more problems are explained in detail, so that the classroom teaching is targeted and the teaching effect is improved.
The second stage: in the learning stage, the teacher first clarifies the learning tasks of this course, and at the same time explains the key and difficult parts of the pre-class test feedback as needed. Secondly, students will read this group of drawings in combination with what they have learned in the exploration and self-study stage before class, and at the same time complete the learning tasks stipulated in this course. During this period, teachers will give targeted guidance according to students' understanding and mastery. Finally, students enter the cloud class platform again, submit the learning results completed in this course and take the corresponding test. By setting the completion time of each task, students are urged to complete their learning tasks seriously in class, and their real mastery of the situation is tested. After the completion of the teaching tasks, the teaching evaluation of the tasks completed in this course is started. The teaching evaluation method can combine the results of teacher evaluation and student mutual evaluation to give the final result.
Teachers evaluate students according to their classroom performance records and the specific circumstances of submitting grades, and each student evaluates each other in groups according to the completion of uploading grades by other students in the group. Finally, according to the comprehensive evaluation, teachers show the excellent works completed by each group, stimulate students' enthusiasm for learning, and cultivate students' spirit of teamwork, active learning and hard work. The third stage: after class, the teacher arranges and expands tasks through the cloud class platform, and provides online counseling to students through discussion and answering questions; By consulting the background statistical data of cloud course, the overall analysis is made according to the overall situation of students' learning, the distribution of grades, the way of obtaining experience values, the grades of individual students, the distribution of viewing time of various resources and the specific situation of students with poor grades, so as to find out the weak or unreasonable places in the course teaching process, and make rectification and improvement in the next course development process to continuously improve the teaching effect.
In the whole teaching process, through a series of online activities such as resource information release, classroom attendance, comprehensive score, classroom random questions, the teaching and learning process and methods in the teaching process are recorded. Real-time collection, storage and automatic statistics of achievement data are carried out through the information teaching platform of cloud class, and students' learning behavior, learning state and learning results are continuously recorded. Diagnosis and evaluation should accompany students' learning process, and automatically collect and generate information when students' learning activities occur, so as to grasp students' learning situation in real time and take corresponding measures to improve teaching effect.
3 Conclusion
In the information-based teaching design of building structural drawing training course, a variety of teaching methods and teaching resources are adopted, which improves classroom interaction, enhances classroom atmosphere, makes learning interesting and greatly improves teaching effect. Under the trend of information technology, we should be close to the information technology environment, expand the teaching knowledge, deepen the knowledge teaching, attract students back to the classroom and improve the teaching effect.
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