This semester, the Electrical Fundamentals course has completed several key tasks based on the school's work plan and the teaching office’s guidelines. The focus was on improving student engagement, enhancing teaching methods, and refining the curriculum to better meet educational standards.
I. Character Development and Professional Ethics
Following the school's requirements, we actively participated in various school activities that emphasized the importance of ethical teaching. We focused on qualities such as legal compliance, dedication, love for students, academic rigor, teamwork, respect for parents, honesty, and professionalism. Recognizing that a teacher's behavior directly influences student growth, we made it a priority to cultivate our own moral character and continuously improve our professional skills to keep up with the evolving educational landscape.
II. Teaching Reform and Research
This semester, I placed a strong emphasis on researching new textbooks. Under the guidance of academic leaders, the 10th-grade electrician teachers thoroughly studied the syllabus, explored the content of the new materials, and engaged in discussions with colleagues and specialized teachers. By sharing experiences and learning from others, we were able to enhance our understanding of practical teaching approaches and develop more effective strategies for exploratory learning in electrical studies.
III. Teaching Experience and Challenges
This semester, I taught the basic electrical fundamentals course. As the first group of students using the new textbook, we encountered both opportunities and challenges. The new textbook contains more content, and the syllabus now emphasizes open-ended learning without strict limits. This raised the bar for both teaching and learning. Despite having the same number of weekly classes as before, the reduced schedule made it harder to cover all necessary material. Many students had limited prior exposure to this subject, which made building a solid foundation even more critical for their future career paths.
One major challenge was the mismatch between textbooks and the curriculum. Some mathematical concepts required for electrical studies are introduced in later semesters, making it difficult for students to grasp certain topics early on. This led to confusion during exercises and created a sense of frustration among learners. To address this, we adjusted our approach by focusing on practical applications and simplifying complex problems, which helped students better understand and retain the material.
Looking back, I realized that some teaching methods could be refined. For instance, spending too much time on series and parallel circuits in the second chapter delayed progress in later chapters. By shifting focus to real-world applications, students found it easier to grasp the concepts. These experiences have provided valuable insights for future teaching of similar materials.
After one semester, we managed to complete the first five chapters of the course. I would like to express my sincere gratitude to Directors Guo and Zhuang for their support in the foundational electrical teaching, as well as to all the teachers who contributed to the success of this program.
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