中职学校机电专业计算机辅助制图(inventor)教学浅谈由刀豆文库小编整理，希望给你工作、学习、生活带来方便，猜你可能喜欢“中职机电专业教学案例”。
随着计算机辅助绘制机械工程样图在工程界的广泛应用，计算机辅助制图已成为机电类学生体现专业素质的一项基本技能，同时该课程也列入了省市技能大赛的项目，因此我校也顺势而为，在机电类专业开设了此类课程。本文就计算机辅助制图（inventor）软件的教学中，如何激发学生学习兴趣、提高教育教学质量，以达到理想的教育教学效果进行探讨。
一、以激发学生学习兴趣为前提
俗语讲：“兴趣是最好的老师。”我们都知道比尔?盖茨因对数字排序产生了浓厚兴趣，才有了今天的微软;贝多芬因对音乐产生了兴趣，加上自己后天不懈的努力和顽强的毅力，才有了像《命运》这样一篇篇不朽的乐章„„这样的例子不胜枚举，所以在制图教学伊始，就应该努力培养学生的学习兴趣。记得在2012级机电班上第一堂课时，在简单地组织教学过后，笔者给每位学生发了一张由inventor软件绘制并打印出的A4轴类零件图，然后让他们拿出自己徒手绘制的图纸与之比较，通过比较，两张图纸差异明显，由inventor软件绘制出的图纸线型、线宽、字体、标注等规范统一，干净整洁，清晰明了，易于读图。当笔者告诉他们运用inventor软件大约仅需要一个小时就能绘制出这样一张符合国标且美观明了的图纸时，学生瞪大眼睛感到很不可思议。因为这样的一张工程图纸，如果徒手绘制的话，最少需要2-3天才能完成，而且如果图中出现错误需擦除更改，费时费力还小错误不断。就这样，通过展现计算机辅助制图的强大优势，从而大大激发了学生学习此课程的浓厚兴趣，学习动力由外在转为内在，学习态度也由被动变为主动。
二、以巧妙设计上课内容为关键
目前我校使用的计算机辅助制图软件是由美国AutoDesk公司推出的Autodesk Inventor Profeional（AIP）2010版，教材是兰州大学出版社出版的《inventor模块化教程》，由全省统一配置。在几轮教学过后，笔者发现如果按照教材原有的章节次序上课，效果并不理想。因为有些知识点不需要一开始就讲授，而有些内容则需提前掌握。因此，我在后面的教学过程中做了大胆尝试，把知识点的讲授次序作了适当的调整。举个简单的例子，教材中“图形界限”“图层”命令放在后面介绍，而在实际教学中，笔者认为这两个知识点很重要，是养成学生良好绘图习惯的前提。所以在第一次讲课时笔者就重点讲解了“图形界限”和“图层”命令。掌握这两个知识点以后，可以大大降低绘图错误率，有效提高绘图效率和准确率，所以合理安排上课内容是很关键的。
三、以合理运用教学方式为手段
教学方式具有多样性，每门课都有其独特之处，教师也应该结合自身实际和学生特点制定一套适合自己的教学方式。在担任制图教学任务的这几年里，笔者深刻地认识到计算机辅助制图（inventor）这门课既是一个软件学习的过程，同时也是巩固运用机械基础知识的过程。结合这一特点，笔者在教学方式上做了一些改变，主要有以下两个方面：
一是摒弃了命令学习与练习分开的传统的授课方式，采用了“一个命令一张图纸”的系统化授课方式。以前的计算机辅助制图（inventor）教学是把所有命令学完后做训练，一味讲述理论知识而不进行实践很难让学生准确掌握。现在笔者将更多的时间交给了学生，让学生多做练习，将同一张图纸用不同的方法画出，比较哪种方法更快，从而让学生自己感受到了计算机辅助制图（inventor）绘制机械图纸的优势，使得学生在掌握所授知识点的同时，还可以巩固机械基础基础知识，真正使这门课程发挥出计算机辅助机械制图的作用。
二是通过故意“犯错误”让学生纠错以加深影响。现在的计算机辅助制图（inventor）授课通常在计算机教室内上课，需先结合软件给学生操作演示，再配合讲解让学生掌握命令的使用。在这个过程中，笔者将一些初学者容易犯的错误故意“犯”一遍，让学生来发现问题、发现错误、纠正错误。学生则轻松掌握了相关技巧，不再犯类似错误，从而达到了寓教于乐的效果，提高了学生的参与度。记得在一次上课讲“修剪”命令时，笔者故意将图纸显示缩小后做快速修剪，再将图纸放大，让很多没有剪干净的“小尾巴“露了出来，有些学生在发现这一问题后偷笑。我相信这样一次“犯错”会让很多学生对修剪命令的理解更为深刻。
四、以培养兴趣小组为依托
培养兴趣小组主要是把班里对计算机辅助制图（inventor）感兴趣和学的比较好的学生挑出来为省、市中职生技能大赛做准备，这些学生平时利用晚自习或课余时间到计算机教室练习，上课时也可以做教师的好帮手。这样做，既可以帮助教师辅导好其他学生，也可以起到“以点带面”的作用，充分发挥学生的主观能动性。
通过运用以上几种教学方法，可使原本枯燥乏味的计算机辅助制图（inventor）课程变得生动有趣，绘图技巧和熟练程度也明显优于以往的教学方法。学生在参加技能大赛拿到好的成绩后，自信心有所提高，对学习的兴趣也更加浓厚了。
总之，中职学校计算机辅助制图（inventor）教学中，一定要确定教师主导、学生主体的地位，抓牢中职学生的自身特点，努力去激发、指导、鼓励他们，让他们在学习中提振信心、吐露心声、展示风采，提高中职学校机电专业学生的专业水平。
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