Confusion encountered in practical teaching

The policy support from the state has created a favorable guiding role for the digital development of the education industry. The construction of information technology in vocational and technical colleges is an important part of the digitalization of vocational education in China. Doing a good job in the construction of information technology in vocational and technical colleges plays a positive role in promoting the digitalization of education in China. At present, with the rapid development of China's education cause, the requirements for teaching are also getting higher and higher. The current teaching system model can no longer meet the needs of teachers' daily teaching, and vocational and technical colleges also face various problems in the process of practical training teaching. Some of the current confusions

1. The issue of observing teaching in practical demonstration teaching

Due to reasons such as outdated experimental and practical training equipment, lack of multimedia equipment, and insufficient quantity of experimental and practical training equipment, the demonstration teaching of experiments and practical training can only be mainly based on "spectator teaching". When there are too many students watching to learn, it will lead to some students being unable to see the teacher's detailed operations, safety hazards caused by student congestion, and difficulties in managing classroom order and other problems. There are still some types of experimental/training rooms. Due to the limitations of space, equipment, environment and technical factors, the experimental/training projects are limited. During the demonstration session, students can only watch the teaching or teachers can provide one-on-one guidance for operation. The demonstration session of experimental/training takes up a lot of class hours and the quality of the demonstration is low, failing to meet the requirements for students to actually operate.

2. Practical training: Group operation

Some majors have a large number of similar laboratories or training rooms, but there are relatively few teaching staff. The teaching pressure on the teachers is very high. If one teacher operates, other students only need to follow the teacher step by step at their own operation tables, which will greatly improve the efficiency of the teacher's experimental/practical teaching demonstration. When multiple classes are having classes simultaneously, it is also very difficult to manage the classroom order uniformly. Of course, students hope to receive adequate skills training in experimental/practical training courses. However, in a class, there is usually only one teacher, but there are as many as 30 to 50 students. It is difficult for the instructor to manage and provide skills guidance simultaneously. They cannot guide each student one by one, and it is also hard to detect any mistakes made by the students during the operation process.

3. The means of practical training demonstration are monotonous

At present, the teaching methods for experiments and practical training in schools are too monotonous. When students learn theoretical knowledge, they first put it into practice through teachers' demonstration teaching or virtual simulation teaching software, etc. However, if the entire experimental or practical training process is not communicated or shared in a timely manner during the students' experiments or practical training, they may fail to master a certain knowledge point well. Or, due to reasons such as the teacher not noticing during the demonstration teaching, misoperation occurs, resulting in equipment damage or safety accidents. This is directly related to whether the teacher has rich experimental/practical teaching methods. If they can conduct teaching from multiple perspectives, in various ways, and in multiple groups, the effect of the experimental/practical teaching obtained will be greatly improved.

4. Matters related to school-enterprise cooperation

Experimental and practical training teaching plays a significant role in vocational education. Experimental and practical training, as a form of practical teaching, can be understood as the "practice + training", "practice + training", "demonstration + instruction", etc. of vocational skills. Experimental/practical training courses focus on enhancing students' practical operation skills, with the ultimate goal of comprehensively improving students' professional qualities and ultimately achieving the goal of students' satisfactory employment and enterprises' satisfactory recruitment. Therefore, experimental/practical training courses are core courses in the vocational education system. They are the main approach and effective means to balance the relationship between students' theoretical course internships and practical ability training, and an important link in cultivating skilled talents. However, how can we establish timely and effective communication with the corresponding cooperative enterprises, so that the students we cultivate can quickly enter the front-line enterprises to work and provide the enterprises with the most high-quality talents? On the one hand, theory combined with experiments and practical training is indispensable. On the other hand, keeping abreast of all the equipment or technologies of current front-line enterprises in real time is of Paramount importance and is also a difficult problem faced by many schools at present.

5. Sharing and saving of skills competitions

During skills tests and competitions, teachers hope that other students can learn from each other through remote observation, and at the same time, make comprehensive audio and video records of the candidates' operations for subsequent self-study and improvement.

6. Preservation and citation of practical training resources

The entry points for teaching resources are relatively isolated. Users do not have a unified entry point to view cross-platform resources. Resources are distributed across various systems. During the process of retrieving and using them, users need to log in to different systems one by one and open or switch between multiple Windows or playback terminals, resulting in a poor experience. It is impossible to uniformly display and present various resources and make on-demand calls, and decision-makers cannot effectively grasp the situation of resource construction. In the process of practical training teaching, various roles such as teachers, students, and managers have no personal space to support their creation and application

It cannot meet the personalized demands of various users.