First, the problems in the teaching of graduation design
With the increasing enrollment of colleges and universities, the employment pressure of graduates is increasing, and the traditional graduation design model is gradually difficult to meet the needs of society for talent training. [ 1]
1. The design topic does not meet the needs of society.
The form of graduation project topic selection is relatively simple, and students have relatively few opportunities to participate in graduation project topic selection. Generally, it is the teacher who chooses the graduation project topic. Although most of the topics come from the real questions of the design institute, sometimes the real needs of some single λ are not considered, especially the students' signed design single λ, which also affects the enthusiasm and creativity of students' independent learning.
2. Students' internship cycle does not meet the job requirements λ.
After graduation, it takes about one year to complete the internship. However, the needs of today's society require that the transition period between students and technicians be shortened as much as possible.
3. Graduation design assessment does not meet the market demand.
The traditional graduation design assessment only stays in the school, and it is impossible to verify whether it meets the market demand. Graduation design reflects the actual teaching level, teaching purpose, changes in social needs and personality development, and has obvious characteristics of the times. In order to meet the market demand, it is necessary to innovate on the existing basis, which is a systematic project involving schools, society, students and other aspects.
Second, the research and practice of graduation project teaching reform
Aiming at the social demand and the training goal of applied talents, taking the major of water conservancy and hydropower engineering as an example, this paper explores different graduation design training modes and tries to conduct research and practice from the following aspects.
1. graduation design topic
Changing the previous single tutor topic selection mode, in order to strengthen engineering consciousness and cultivate engineering practice ability, teachers, students and students jointly participate in graduation project topic selection. According to the characteristics of water conservancy, hydropower and electrical engineering specialty, combined with students' specialty, interest, ability and development direction, guidance and suggestions are given, which not only cultivate students' engineering practice ability and comprehensive quality, but also serve students' signing list λ.
(1) Graduation design serves enterprises. The graduation design of water conservancy and hydropower engineering requires both independent study and team spirit; It not only encourages innovation, but also emphasizes mastering design specifications, and is good at referring to standard atlas and similar designs. Therefore, the graduation design of water conservancy, hydropower and electrical engineering major should be based on the nature of the project and the number of students under the guidance of teachers, which can be "one person for one project" or multi-person cooperation for one project to realize "real project and real work".
In the graduation design topic selection stage, according to the talent training scheme of water conservancy and hydropower engineering, students are selected to carry out graduation design in design institutes and scientific research institutes of corresponding majors, and the topic selection of graduation design is determined through discussion among enterprises, schools and students. [2] The graduation design topic comes from the design tasks of related enterprises. Through "actual combat" drills, students' sense of responsibility and creativity have been greatly stimulated, and their ability to analyze and solve practical problems has been improved.
(2) Graduation design service students sign the bill λ. Before students choose their graduation project, they often have signed a contract with the employment form λ. Some students have heavy production or scientific research tasks, or in order to make graduates adapt to their future jobs as soon as possible, it is urgent for students to participate in their production projects or internships in the form of contracts as soon as possible.
The topic selection of graduation project should be combined with production practice. In order to solve practical problems or examine students' practical operation ability, some design schemes are put forward for students to solve in combination with the practical topics they have learned. Students can choose the topic of graduation project according to their majors and interests. Some students hope that their graduation project theme is closely related to their future work, although there are some single λ δ specific requirements. In this way, the school tutor and students can jointly propose the topic of graduation design according to the actual situation. On the one hand, let the signing form λ participate in the topic selection of graduation project, so as to inspect students and solve practical engineering problems. On the other hand, let students participate in the topic selection of graduation project, which can not only give full play to their subjective initiative, but also quickly adapt to future work. In addition, the instructor in the school should combine the training objectives of the major, not only ensure the basic requirements of the major, but also consider the signing form λ and the actual situation of the students, and comprehensively choose the graduation design topic.
(3) Combination of graduation design and teachers' scientific research projects. Some graduation design topics come from teachers' scientific research or production projects. Strengthen scientific research training, let students participate in teachers' scientific research earlier, so as to enhance students' perceptual knowledge of practical projects and improve their practical ability.
Let students participate in the scientific research projects of their major, carefully screen or divide the scientific research projects according to the professional training objectives, and fully consider their comprehensiveness, pertinence, typicality and advancement, which not only requires comprehensive basic training, but also pays attention to cultivating the ability to solve certain technical problems. This not only helps students to consolidate and apply what they have learned, but also helps students to deepen and broaden their professional knowledge in a certain field. Generally, students with solid basic theory and strong research spirit are selected to undertake it, and teachers are instructed to strengthen guidance and control. [3]
Especially for some students who want to continue their studies, the topic should not be limited to engineering design. We can combine teachers' scientific research projects with students' research direction, conduct in-depth research on a sub-project in the project, and finally submit the final graduation design results in the form of graduation thesis.
(4) Participate in the development of teaching courseware. Computer-aided instruction is gradually popularized in modern teaching methods. It is intuitive, interesting and informative, which can give full play to the role of excellent teachers and has incomparable advantages over traditional teaching methods. By allowing students to participate in the development of teaching courseware, not only can students have a comprehensive and in-depth understanding and understanding of basic theories, professional knowledge and computer technology, but it is undoubtedly a beneficial exploratory attempt to introduce courseware into classroom teaching through students' expansion and improvement. Starting from the goal and scheme of talent training for water conservancy and hydropower engineering majors, this practice does not regard δ as the main achievement of students' graduation design at present, but only as a supplementary and exploratory attempt. 2. Graduation design process control
(1) Start the graduation project ahead of schedule. The graduation design of students majoring in water conservancy and hydropower engineering is generally arranged in the eighth semester. At this time, there is a contradiction between students' graduation design and some students' re-examination and job hunting. Some students who have come into contact with the signing form λ think they have found a good job, and they lack enthusiasm for graduation design at this time.
Arranging students to do graduation design in advance can alleviate contradictions, make the graduation design time flexible, and let students have more time and energy to devote to graduation design.
1). By adjusting the time, make full use of the sixth or seventh semester and during the winter vacation, arrange the graduation design task in advance, and alleviate the conflict between the later postgraduate entrance examination and re-examination or job hunting and graduation design.
2) Implementation measures. If possible, in the sixth or seventh semester, let students be familiar with the subject, get involved in the graduation project in advance, and make full preparations for the graduation project through special lectures, consulting materials and surveys, and guiding students to complete special research or literature review.
Arrange graduation design tasks in advance and issue graduation design task books to students. Guide students to prepare basic and professional knowledge, design instructions and other reference materials and matters needing attention in graduation design, so that students can prepare knowledge before and during holidays, collect and sort out materials and design ideas, and require students to submit foreign language translation, literature review and opening report at the beginning of school.
3) Implementation effect. Through the practice of teaching reform, the working time of graduation project is advanced, so that students have more time to prepare graduation project. In the eighth semester, they devoted themselves to the whole graduation project with full enthusiasm and energy, and received good results.
(2) Joint guidance between schools and enterprises. The major of water conservancy and hydropower engineering combines graduation design with production practice. Graduation design topic selection combined with design sheet λ project under study. Conditional students can contact the design sheet λ or the tutor's recommendation by themselves. Make full use of two different educational environments and teaching resources of schools and enterprises to serve the graduation project. Transfer some students' graduation design "classroom" from school to water conservancy and hydropower engineering design and research institute. Students participate in practical engineering design and research projects as "quasi-employees", and an experienced engineer in the design sheet λ serves as the students' off-campus tutor, and the on-campus and off-campus tutors jointly guide the students' graduation design. The off-campus instructor appointed by the enterprise works with the students for a long time during the graduation design period, mainly responsible for theoretical and practical guidance; The school arranges tutors to go to the enterprise for guidance regularly or irregularly, mainly responsible for communication and theoretical guidance. Students not only completed the graduation design in the hydropower design sheet λ in combination with the actual project, but also had a real work experience exercise as a "prospective employee" in advance, which is conducive to enhancing students' professionalism, sense of responsibility and working ability and creating favorable conditions for quickly adapting to the post λ in the future.
Transferring students' graduation design "classroom" from school to design sheet λ not only strengthens communication with design research sheet λ, but also brings innovative and practical topics, improves students' enthusiasm for graduation design and cultivates their comprehensive application and innovation ability.
School-enterprise cooperation truly embodies the educational policy of integrating theory with practice and fundamentally implements the requirements of the training goal of "applied talents". Practice has proved that it is of great benefit to improve the quality of graduation design and students' comprehensive quality.
(3) Integration of graduation practice and graduation design. The graduation practice of students majoring in water conservancy and hydropower engineering is generally arranged in the first three weeks of the eighth semester. Through graduation practice, students systematically understand the requirements, design principles and methods of planning, design and construction of water conservancy projects from theory to practice, and deepen their understanding of related contents. Through the contact with practical knowledge outside the classroom, we can deepen our understanding of the needs of the society for this major, cultivate the ability of collecting data and solving problems independently, broaden our horizons and ideas, lay a good foundation for graduation design and future work, and at the same time enhance our pride and sense of responsibility in hydropower construction. As an important practical teaching link, it is an important basis for students to carry out graduation design.
Considering that some students have to sign a contract for graduation practice and complete their graduation design in the form of "real gun combat", we try to integrate graduation practice and graduation design. First of all, we don't have to stick to the three weeks before school starts. According to the actual needs, you can even go to the winter vacation in advance, which runs through the whole eighth semester. Secondly, it doesn't have to be the same as the three-week intensive practice in school. According to the specific situation of single λ and the needs of design topics, instructors inside and outside the school can flexibly arrange internship content, or combine some internship content with off-campus internship, which is more conducive to the efficient and high-quality completion of graduation design topics and the cultivation and improvement of students' comprehensive ability. The signing form λ reached a "win-win" with the students and was unanimously recognized by the students.
Students' single λ internship design has higher learning enthusiasm. They find what they have learned useful. They use the opportunity of practice, consciously exercise their comprehensive quality and innovative thinking ability, are willing to practice, and constantly use their professional theoretical knowledge in practice to personally feel the challenges and opportunities faced by enterprises. Through the practice of single λ project, students can learn professional technical knowledge and skills from engineers and technicians at close range on site, deeply understand and creatively use professional theoretical knowledge in application, and gradually establish engineering consciousness. [5] Through nearly one semester's graduation practice and graduation design, students have basically adapted to the job λ, thus shortening the adaptation period of the job λ and entering the role as soon as possible, laying a solid foundation for stepping into the job λ. Off-campus graduation practice and design can not only receive the same effect as on-campus design, but also students get exercise and increase their talents in this process. The process of inquiry is a process in which students pursue, construct and enjoy knowledge, rather than simply copying knowledge, which is far more important than the result. [6] The process of hard exploration is also a process of continuous improvement of one's own quality, which is more in line with the innovative spirit and comprehensive practice training objectives of applied talents.
(4) Flexible guidance in various ways. According to different topics, comprehensive schools, single λ and students' requirements, teachers in the school can be used to designate topics to be completed in the school; On-campus teachers assign topics, and off-campus exercises are completed. Off-campus topic selection, on-campus completion and off-campus topic selection, off-campus completion and other different ways.
According to different situations, guide teachers and students to formulate specific process arrangements and content structures. And formulate flexible and reasonable counseling methods and means. When the conditions are ripe, the graduation practice and graduation design will be integrated, and the school-enterprise cooperation will jointly guide.
The problems encountered in the design process are solved by combining on-site investigation with special lectures and counseling and answering questions. The close combination of theory and practice enhances the perceptual knowledge of engineering and is easy for students to understand and accept.
The guidance methods of graduation design are flexible and diverse. In addition to face-to-face communication and telephone answering, make full use of computer network for process guidance. The graduation design team set up a QQ group for online communication. Students can ask questions at any time, teachers can answer questions at any time, and resources can be shared. Some important electronic standard reference books, main problems and notification requirements can also be conveyed in time and smoothly. Computer network QQ, Email and other tools make graduation design guidance and answering questions convenient and fast. For some students who have completed their graduation design by combining the hydropower design sheet λ with the actual project, the school and the enterprise should jointly guide them. The instructors in the school should communicate with the off-campus design students and the off-campus instructors, keep abreast of the progress of the students' graduation design, find problems and solve them in time, so that students can not only get real exercise in the actual project, but also meet the requirements of professional training objectives.
3. Graduation design evaluation
For the students who graduated outside the school, more scientific and objective evaluation criteria for graduation design are adopted.
(1) school system guarantee. In strict accordance with the requirements of the school graduation design management system and management measures, the quality control is carried out by the instructor, the marking teacher and the defense Committee. According to the characteristics of water conservancy, hydropower and electrical engineering, the department refines the graduation design process in stages and puts forward clear requirements for teachers and students at different stages. Establish effective graduation design management system and measures, and ensure the quality of graduation design effectively through comprehensive inspection and individual spot check.
(2) Single λ evaluation. From the perspective of using sheet λ and students, using sheet λ and students really get involved in the graduation design process and participate in the design topic selection, trying to transfer some students' graduation design from the school classroom to the "design institute". The design topic adopts the existing real topic of the design sheet λ, and implements the "double tutorial system". The off-campus tutor and the on-campus tutor jointly guide the students' design content, arrangement, process management and evaluation. With the help of flexible counseling methods and means such as network and communication, combined with students, the purpose is to shorten the distance between students and single λ and complete the "role transformation" as soon as possible. On the one hand, engineering practice training and engineering thinking training are organically combined to train students' engineering practical ability, teamwork ability, innovation ability and interpersonal skills, and to stimulate students' enthusiasm for independent learning and innovation. At the same time, it can directly provide services for social production and create its own labor value, which embodies the goal of cultivating applied talents in schools.
(3) The participation of off-campus tutors. Cultivating college students' comprehensive quality is the purpose of graduation project and the requirement of the school's training goal of "applied talents". At the same time, the improvement of students' quality promotes the improvement of graduation design quality. Through the combination of school and enterprise, the graduation project is carried out in the enterprise, and the combination of theory and practice is conducive to improving students' knowledge structure, and at the same time cultivating college students' self-study, analysis and problem solving, teamwork and innovation ability. The improvement of these abilities reflects the training goal of "applied talents" and the requirements of training outstanding engineers.
For some students who have completed their graduation project in off-campus internship, the "double tutor" system is implemented, and the off-campus tutor is mainly responsible for students' practical guidance. The evaluation of students' graduation design results is jointly participated by the school and the practice form λ * * *, and the instructors inside and outside the school comprehensively evaluate the students' evaluation opinions on the off-campus practice form λ, the usual inspection, the completion of design results, the evaluation of teachers' comments and the defense of the defense Committee.
In the process of promoting the reform of higher education, the reform of graduation project is a complex and arduous task. Taking the major of water conservancy and hydropower engineering as an example, this paper studies the graduation design based on the cultivation of applied talents from the aspects of topic selection, process arrangement, counseling methods and means, assessment and evaluation, and explores a new mode of graduation design, which has certain practical significance for improving the quality of graduation design, cultivating applied talents, and promoting the quality of education and the benefit of running a school.
1. Diversification of design themes based on engineering practice
In the topic selection of graduation design, schools, employers and students should be organically combined to fully mobilize the enthusiasm of all parties, so that Dan λ and students can also participate in the topic selection of graduation design, which broadens the scope of topic selection, is more conducive to the cultivation of applied talents and improves the employment competitiveness of students.
2. Multi-angle evaluation of design results
The graduation design part is changed from "classroom" to "single λ", which makes the graduation design management more flexible. Graduation design evaluation is more scientific, objective and reasonable.
Graduation design? There is an unchangeable model, and only by continuous exploration in teaching practice can we find a teaching model that suits the training objectives of this major and reflects its characteristics.
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