Chemical Knowledge Practice Training Reform and Base Construction

Cognitive Practice Reform and Base Construction in Chemical Industry Zhu Xi Shi, Zhang Liang, Yu Quan, Zhou Xiaorui, Xu Maoqian, Zhu Chunfeng, Zhu Ju (Department of Biology and Chemical Engineering, Zhejiang University of Science and Technology, Hangzhou 310012, Zhejiang, China) carried out reform exploration and established effective and funded projects. Provincial and other advantages of the new practice model of understanding.

Understanding internships is an important practical link in cultivating engineering engineering students’ ability in engineering practice. Through internships, students can gain knowledge of production management, knowledge of professional sentiment, and basic concepts of engineering, which are conducive to the improvement of students’ overall quality. Therefore, students in higher engineering colleges attach great importance to this link. On the basis of long-term practice, the author combines time, content, and methods with various factors such as time, contents, and methods to carry out systematic reforms and practices, establish corresponding new models, and standardize internships.

1Problem raised The traditional understanding of the chemical industry practice is to go to the factory field practice for a period of time, that is, arrange several workshops for a workshop to understand each station one by one, listen to the process flow and visit the site before attending the post, go on Afterwards, it mainly depends on the students themselves and their instructors. This model is closely related to the following factors and there are some problems: the coordination of time and content, the principle of the post, the variability and guidance of the factory technicians, the professional knowledge and guidance methods of the leading teachers and their input The energies, led teachers are not fixed, students lack practical opportunities, knowledge is not much, and so on, especially in factories, because of the dangers and consequences of operations, students are generally not allowed to operate, which seriously hinder the improvement of internship. At present, the cost of internships continues to rise, and the internship funds for schools are seriously insufficient. This inevitably seriously hampers the depth of internship teaching and the expected results. Under this circumstance, simulation practice technology came into being, and gradually became a recognized high-efficient modern teaching method because of its superiority.

2 Simulation internship technology and its characteristics 4 Simulation internship technology is based on the simulation machine as a tool, it is a new technology that replaces the factory teaching practice with a dynamic teaching model that runs in real time. At present, chemical simulation technologies are mainly distributed control systems and intelligent control systems. For the intelligent control mode, the software has designed the flow chart, control group, instruction group, trend group, alarm group and help total 6 kinds of basic screens, arrange multiple heat transfer, mass transfer, momentum transfer and reaction process, from simple to The complex process simulation introduces relevant principles and processes, and trains driving, running, control, parking and accident elimination, and also has a performance evaluation function.

Compared with on-site internships at the factory, simulation internships have the following advantages: First, they provide opportunities for full hands-on activities; second, students become major fund projects for internships: Zhejiang University of Science and Technology Teaching Research Foundation (2001-B05), male , Huzhou, Zhejiang, associate professor, mainly engaged in chemical engineering teaching and research.

The Journal of Zhejiang University of Science and Technology can take the initiative; Third, there are many functions, such as working conditions freeze, set, alarm, evaluation, etc., easy to teach and learn; Fourth, provide a variety of accident setting and exclusion training, can improve students Analytical and decision-making capabilities; Fifth, no personal danger, no equipment damage and no environmental pollution; Sixth, significant savings can be achieved. However, any new technology has its limitations. The current simulation internship system can not produce the real feelings of the real chemical production process, can not understand the layout of the entity in space, plane, and can not achieve the disassembly of different equipment. With skills and strength training, you cannot understand the structure and installation of the equipment. Therefore, I believe that simulation internship technology can not completely replace the factory internship.

3 Reform and Construction 15-11 There must be a live experience on the spot, but also opportunities for practical training, so as to ensure that the internship has a significant effect. In response to the problems existing in factory internships and the characteristics of simulation technology, we have reformed the original cognitive practice model and combined simulation technology with factory internships to form a new model of cognitive internships. Based on this, we have done a lot of The construction work has guaranteed the superiority of the new model.

3.1 Reasonable Adjustment of Internship Time The first issue in the implementation of the new model is the setting of internship time. The length of the internship relates to the content of the internship, the staff, the arrangement of the teaching plan, and the expenditure of the internship, and is related to the depth and effect of the internship. The original practice time was more than four weeks. Due to various factors, especially the professional knowledge has not yet begun to learn, students can not reflect internship internship, long time and insufficient content. According to the purpose of the internship and the funding for the internship, it was determined that the overall duration of the internship was 2 weeks. The internship at the factory and the simulation internship at the school were each implemented for 1 week. The students generally reflected that the content was substantial and the time was tight.

3.2 Improving the Internship Document The internship document is the basis for the internship implementation, internship guidance and internship assessment, and is also a prerequisite for the successful completion of the internship and the quality of the internship. The internship documents should include the internship outline, plan arrangement, instruction book, task statement, teacher guidance specification, practice assessment, etc. In order to enable students to enter the role of intern as soon as possible, in addition to the outline of the practice and internship mobilization and in-factory education, the internship handouts should be prepared in combination with the internship positions, and the theoretical knowledge related to the field should be introduced in detail, focusing on the theoretical to practical aspects. The process allows students to have a general understanding of the process and then attach a thinking question, so that students can be targeted to learn about the plant or the machine; also should prepare the internship task book and internship instructions, clearly put forward internships The main task during the period is to enable students to truly understand the process flow, process equipment, unit operation process, conditions, and control of the intern section or simulation unit, and understand the production efficiency, skilled operation, understand the content and methods of process management, and understand the benefits of the product. And so on, there are also internship plans and corresponding requirements. With these documents, we can overcome the blindness and arbitrariness of internships. In the past, the internship document was not comprehensive enough. Therefore, on the basis of the original work, according to the actual situation, the revision and improvement were made. In particular, the guidance materials for the factory internship position and simulation internship operation corresponding to the internship content were written. The whole set of documents for understanding the internships was standardized, and all the materials were printed and distributed into the hands of each instructing teacher and student intern to ensure the smooth implementation of the internship guidance and internship.

3.3 Establishing a stable and professional guidance team of teachers The quality of teacher guidance is related to the quality of internships. This is the most important part of chemical internships. There are several major influencing factors in guiding the quality of work: First is the professional knowledge of teachers. Without broad and solid professional knowledge, students cannot be inspired. They are concise, straightforward, and easy to understand. Students are guided to connect theory with practice. Teaching knowledge will not answer students’ questions, nor will they be able to check and supervise students’ access to knowledge on the spot. Followed by the relative stability of instructors. The frequent changes of teachers make it impossible for teachers to deeply study the corresponding contents and methods for internship guidance work, and cannot gradually increase the level of guidance; moreover, it is the responsibility of teachers. Without a sense of responsibility, taking a good look at the flowers and leaving them in the form of guiding work, without guidance or inspection and supervision, there is no quality at all. On the contrary, it will leave a bad impression on students. Therefore, we must first stabilize the tutor, including the instructing staff of the internship factory, and ensure that the internship time is in guiding work; second is the selection of professional teachers with strong sense of responsibility; and the second is the process flow, simulation operation, and internship of the internship factory. The tasks are systematically trained and arranged so that teachers have a full grasp of relevant knowledge and clarify the requirements that students need to achieve.

3.4 Grasping the Construction of Practice Base In order to implement the teaching process of understanding the practice, it is necessary to establish a suitable and stable practice base. The practice base is to ensure that students complete the practice teaching training and obtain the knowledge of on-site engineering knowledge. It can allow students to participate in industrial production in person, understand the industrial production process and process flow, and at the same time, various petrols, etc.: chemical understanding of internship reform and base construction for students to learn The excellent quality of engineering technicians and workers' masters. There is no practice base to talk about production internships, the practice base is not relatively fixed, and the internship content cannot be relatively fixed, which is also not conducive to guidance. Choosing a factory that can fully reflect the relevant theoretical and professional characteristics of the profession as an internship base is also an important condition for guaranteeing the internship effect. In this regard, we have established a good cooperative relationship with Hangzhou Longshan Chemical Co., Ltd., which produces products such as synthetic ammonia and soda ash. We have ensured that we have long-term, stable and professional counterparts for off-campus practice bases, and earnestly implemented factory management departments for factory internships. Completed the selection of internship positions and the preparation of corresponding content guidebooks, assignments, and thinking questions. We hired relatively permanent workshop instructors and job instructors. The two parties negotiated in advance on the internship arrangements, and ensured the internship from the external environment. Smooth implementation and internship effects, and at the same time, in logistics, such as accommodation, meals, transportation, and leisure activities, etc., did security work.

3.5 Training to increase simulation operations During the one-week internship of the factory, students are asked to understand the process flow of a workshop, and to understand the process flow, site layout, equipment characteristics, process conditions, operation control, etc., for a section of the workshop, and then The general understanding of the process flow of other sections and other workshops. Although the factory's internship has a concrete image understanding of the actual production process and production equipment on the site, it lacks hands-on training opportunities for the operation and control of the process, which reduces the students’ interest in the internship, their initiative and their ability to think about problems. Therefore, half of the internships are arranged in the room of the modern education center of the university to carry out chemical simulation internships. Students can personally carry out training in the process of driving, parking, condition control, and elimination of accidents on the simulation computer, adding the interest of cognitive internships. Sexuality has cultivated the students' ability to think and solve problems. It has enabled students to actively explore the feasibility of the program and has played a catalytic role in the mastery of the internship content. This has indeed cultivated the students' hands-on abilities and innovative thinking skills, as well as the enhancement of the technical content of internships and the enhancement of computer applications, while significantly reducing the cost of internships. In the simulation practice, we actually arranged the pump operation, the heat exchanger operation and the binary distillation operation in conjunction with the factory internship, wrote the principle and operation instructions, explained the operation before the operation, and then let the students train, during the tour Inspection, guidance and answering questions, problem solving, and heuristic teaching, until each student can operate independently, then conduct assessment of the actual operation level, answer corresponding questions, and earnestly guarantee quality.

3.6 rigorous requirements, strengthen assessment In order to enable students to complete the internship tasks well, to meet the strict requirements of students, including serious internship disciplines, instructors guide every day to ask questions, check internship notes, etc., so that students have a sense of urgency to learn. Assessment is an important means to achieve the requirements of practice teaching and to achieve the purpose of practice teaching. It is an important part of the management process of internship teaching, and it is also a means to measure students' internship acquisition knowledge and knowledge. How to evaluate it comprehensively, accurately, and scientifically is closely related to the assessment method and system. On the basis of long-term practice, the author developed a practice evaluation method for internships. In the simulation internship software, there is a follow-up evaluation function, which can well evaluate the level reached by the students through the training operation ability, intersperse the detection of each person's operation level during the practice, and at the same time, check the student's position in the post, and then again after the simulation internship ends. Each person conducts examinations and conducts assessments of the actual operation of the group and records the corresponding results. Internship assessment is evaluated in several ways: First, daily inspection. That is, the situation at the time of leveling, including on-job conditions and disciplines, the initiative to acquire knowledge, answering the questions raised by teachers, the degree of knowledge mastering, the record of daily contents, and the achievement of the internship goals (that is, through the internship should meet the level of standards should be known). The situation, etc.; second, on-site assessment. The factory internship mainly assesses the students' mastery of the process flow knowledge, understands and understands the operation of the simulation practice assessment principle, adopts a combination of oral and written tests, and the third is the quality of the internship summary report. Including the comprehensive system, writing norms and quality, problem-solving and knowledge of the summary of the degree of improvement, etc.; Fourth, the exchange of information. That is, the mastery of the acquired knowledge and ability to express and train for the examination. Then, combine the simulation practice with the factory internship to evaluate the final results, and also evaluate and evaluate the instructor's work. After the internship, we took students seriously to organize a summary of the internships, write a summary report, and arrange summaries and exchanges to strengthen the internship effect.

4 Effects and Reflections After the practice and gradual improvement of the three-year student internship, we systematically evaluated the reform and construction work. Overall, the internship effect has been greatly improved. Assessment and public opinion surveys show that: After pre-internship education and internship materials preparation, more than 95% of students clearly understand the purpose and tasks of internships. More than 85% of students believe that understanding internships is very important, and 95% of students attach importance to internships. 100% of the students believe that the school teacher guidance is in place. More than 90% of the students think that the factory's job guidance staff are in place; over 75% of the students believe that the internship time and job arrangement are reasonable, and nearly 25% believe that the factory internship time is short. The simulation and operation time is long; 88.3% of students believe that the assessment method is reasonable; only factory internships, the students think that the effect is good only 127%, that the general is 67.3% of the Journal of Zhejiang University of Science and Technology, considered unsatisfactory as 20%, Only 30% of on-site cognition content memory is mastered; students perform simulation alone and students think that the effect is good 20.9% think that the general 37.3% think that not enough is 41.8% content memory master about 70% think that the introduction of simulation internship is good and Better accounted for 90%; and the combination of the two, thinks that good is 70.9% thinks it is generally 27. 3% thinks that not enough is only 1.8% content memory grasp reaches 80% Above, the knowledge level of knowledge reached more than 85%, and the degree of mastery of operation reached 95%. The excellent rate of internship performance reached 95% or more.

Although the reforms have made progress, there are also deficiencies. For example, adjustments should be made to the arrangement of the whole internship and the order of classroom teaching. The time for factory internships should be less, and the contents of the simulation and practice training should be added, and these should be combined with the entire teaching. Planning and funding are related. In addition, guidance should be further strengthened and assessment methods need to be further improved to make it more reasonable.