1. The basic curriculum for the basic curriculum for chemical equipment and machinery in secondary vocational schools (course number: preparation of note i), which is intended only for the units of the professional collaboration group "national alliance for the digitalization of vocational education and the sharing of quality of resources " , must be prepared on the basis of the text. Based on the digital resources of national model vocational schools the project management approach for the sharing of scientific research topics of the programme (revised in 20, 13), professional collaboration groups are required to hire third-party institutions to review the curriculum and report to the information technology committee for filing; preparers are required to establish expert groups to guide the work of the team and to fill it out in the “participator”. Iii. The contents of the cover should be complete, not empty, and the name of the d course should be completed according to the professional development programme, in line with the names of the courses in the professional development programme; public basic courses
The course number is the same as the subject code, the course number of the specialized course is added to the subject code as “-aoi” or “-b01”, of which “a” is the core subject of the basic professional course, “b” is the subject of the specialized course orientation, such as “metallic materials and thermal course syllabus”, “zykc 201322-boi” iv, the syllabus is divided into “professionality and level of application of the curriculum”, “performance of the curriculum”, “main elements and characters of the course”, “time of the course”, “performance of the curriculum and its role in the professional area”, “performance of the curriculum”, “performance of the course”, “performance of experimental evaluations”, “performances and reference materials”, “performance of outline preparation basis and instructions”, “participant in the preparation of the curriculum”, and so forth
3. The main elements and presentation are based on the “samples of the curriculum”. In it, the course level in the subject “according to a specialty and level” refers to which of the courses belongs to the cultural class, the basic course of specialization, the professional course, the optional course, the d5. The text format of the outline text is described as in the text in the text, with the first title being song, number 3, thick, long, long and long; the second title being song, size 3, thick, long and long, 0. 5; the text being in song, number 5, with a fixed spacing of 24 lines, with two spaces starting each. 6. When text is saved, the name of the document is named according to the "xx (subject number) - xx (course name) syllabus". The curriculum is based on the following principles:
4. Reference x. The curriculum is prepared on the basis of a total of 811 resources related to the content of the curriculum and the manner in which it is organized. The participants in the preparation of the curriculum are listed in text i. The application of the curriculum to the relevant professions, such as chemicals, is applied to the curriculum. Through this course of study, students can acquire basic theoretical and basic knowledge about the basics of chemical equipment, initial knowledge of the composition of chemical equipment, the principles of work, and the conditions in which it is applied; laying a solid foundation for the design, use and management of chemical equipment and machinery; and improving students' practical capabilities to deepen their understanding of the basic norms of chemical operators. (i) knowledge objective 1 understands the classification and mechanics performance indicators of metal materials; 2 basic knowledge of iron carbon alloys and graphic analysis; 3 basic concepts, purposes and uses of commonly used heat treatment; 4 masters of metal material numbers, performance and uses; 5 ability to correctly select materials and make as needed
5 thermal processes d ii) skills objective 1 learns to use relevant instruments; 2 is capable of analysing the iron-carbon alloy phase and crystallization processes; 3 is capable of identifying the number of metal materials and understanding their material properties; and 4 has the capability to make reasonable selections of typical mechanical parts and to arrange thermal processes. (iii) occupational literacy objective 1. To equip students with the relevant basic theory; 2. To acquire basic knowledge and basic methods of design; 3. To acquire the structure, composition and principles of chemical equipment; 4. To acquire the maintenance of chemical equipment and to understand its applications; (iv) to acquire basic knowledge of the safety of the working environment; the main contents and characteristics of the curriculum shall be taught in a manner consistent with the principles of appliedness and emphasis on quality development. Theoretics require a combination of theoretical analysis and design methods
6. Learn to apply. Emphasis should be placed on teaching components such as the analysis of examples, classroom discussions, and subjects, while combining course content with production internships to develop the practical skills of students to link theoretically. Chemical equipment structures and conduits are at the heart of the curriculum, the foundation for learning other parts, and should be focused. The rest of the teaching may be given according to the characteristics of the profession and the number of options available. For the chemical industry profession, the foundation of the design of the chemical equipment is to be captured, while the mechanical movement component is not a priority. The lectures are to be combined with the actual chemical industry and allow the necessary adjustments and combinations of teaching. The course is scheduled for the duration of the overall course hours. V. The curriculum's position in the field of specialization and the mechanical basis for the functioning of chemical equipment is a comprehensive basic technical course in the chemical process, including basics of engineering mechanics (statics, material mechanics), basics of chemical equipment design, and
7 - three major parts of the weapon. In many industrial processes, they transport raw materials, intermediates, and conduct a series of chemical, physical processes to change the state, structure, sex and end product of the substance. The chemical industry is the most traditional and typical process industry, and the production of petrochemicals, biochemicals, pharmaceuticals, pesticides, dyes, foodstuffs, oil refining, light work, nuclear industries, etc. Are all process industries, and any production unit of the process industrial class is required to complete chemical production using a variety of machines, equipment and pipes, such as various forms of compressors, pumps, heat exchange equipment, reaction equipment, tower equipment, drying equipment, separation equipment, etc., which are chemical equipment. Vi. The content of the curriculum and the organization of course master-time classroom instruction in self-study at experimental hours of course, and the number of 90603004 teaching weeks of practical instruction on objective 1 on the chemical industry and process industry, chemicalization
Engineering and process machinery. 2. Knowledge of chemical production and chemical machinery. The concept of process industry, chemical production, chemical machinery and chemical equipment. The basic requirements for chemical workers to ensure production are familiar. The teaching environment for class 2 of the total teaching hour 2 of the teaching time 2 of the experimental hour 2 of the teaching time 2 of the teaching time requires that the instructional content be taught at the time of the instructional instruction in the basic conceptualization of industrial equipment for the production of chemical and mechanical processes in the chemical industry and the static equipment for the chemical workers require the equipment to be overhauled to the basic structure of the first chapter of the teaching objective 1 of the basic knowledge of chemical equipment. 2. Understanding the role of the various components. Controlled safety requirements for containers. 4. Understanding the economic requirements of containers. The method of teaching is taught in class 4 and experimental in class 4 and the teaching environment requires that the content of the teaching be taught at a time when the focus of the first form of instruction is hard to support
The basic requirements of chemical conservation and production for chemical equipment2 require that the economy requires that chapter ii of the structure of chemical equipment be conversant with the basic structure of chemical equipment in relation to goal 1 of piping. 2. Understanding the role of chemical equipment. 3. Knowledge of the working methods of chemical equipment and its application. Instruction in teaching methods, in the course of class 78 at the master time of the experiment, in the course of course 48, in the teaching environment 30 hours, in the course of teaching content, in the form of the first changer of the first form of instruction, which requires the focus of the focus of the point of the instruction in the course of instruction, and in the form of the first changer of the first form of teaching, 12 tests, 15 tubes of the heater, the basic structure of the main type of the heater, and its connection to other types of heat changer, 12 tests, 15 sheets of tower equipment, 3rd section of the pyrotechnic response, 6 main components and the transmission of heat from the viper tube and its other reactions from the structural mixer, 6 heating boilers, in section iv. Waste
10. Section v of the hot boiler and the others, which provides for 6 evaporation equipment, drying equipment, section vi of the chemical sterilization plant, chemical tube, channel 4 chemical pipes, which are connected to section vii valves, chapter iii of the mechanical movement base and teaching objective 1 of the chemical operating equipment, are familiar with various forms of movement. 2 master of condensation and friction. 3 understanding axes and bearings. 4. The first section of the first section of the first section of the first section of the first section of the first section of the first section of the first section of the first section of the first section of the first section of the first section of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the first session of the ad hoc working group of the sub-commission on the use of the second part of the second session of the first session of the first session of the sub-commission on the use of the second part of the second part of the second session of the first session of the working group of the working group of the sub-commission, on the second part two for heaters
11. Rationale. The main classification of the 3-manufacturer is taught. 4 components of the heater and the role of the units. 5 the method of work of the heater. 6 composition, structure, working principles of a fixed-board heater. 7 temperature differential stress generation, hazard, compensatory measures. 8 composition and rationale for work of floating-head heaters. The composition, structure, working principles of the 9u transceivers. A comparison of the advantages, disadvantages and applications of a dozen heaters. 11 the role, influence factors, row shapes and ranking comparisons of strengths and weaknesses. The way the 12 tubes are connected to the panels and the places they are applied. The 13 tube connects to the shell and applies the field. 14 tubes, pruneboards, support boards and pullers function, classification. 15 knowledge of other types of heat exchangers. Maintenance and operation of heaters. The teaching materials, advice on the composition of different heaters and understanding of the principles of work. Wen
12. Emergence and elimination methods. Practical training 2: tower equipment (15 hours of schooling) 2. Knowledge of the workings of the towers. The purpose of the equipment of the tower in the teaching system. Classification of tower equipment. 3. The overall structure of the tower and the use of the structures. 4 and the types of pylons and the working principles and advantages of the pylons. 5. Tower structure, classification, use. 6. Use, composition, rationale for operation of spilling devices. 7. Structure, composition, working principles of the filling tower. Classification of fillings and shapes, effects of various types of fillings. The role, type, rationale of liquid spray devices. Support structures for fillings. 11, operation, maintenance and maintenance of towers. Teaching materials, advice on the composition of the learning tower equipment, understanding of the working principles
13. The role of the devices. Viii. The course on evaluation methods is an examination course, followed by a closed-volume examination, and the total results consist of the results of the book examination (80 per cent) plus the usual results (20 per cent). = 20% student self-assessment + student mutual evaluation: l: 20% + teacher evaluation: 1: 60% student self-assessment can use objective questions; student mutual evaluation can use brief answers or evaluation of team cooperation; teacher evaluation includes classroom performance, knowledge and skills, emotional attitudes, etc. Ix. Second edition of the basics of chemical equipment, prepared by the recommended teaching materials and reference material ban ix. In the spirit of the ministry of education guidelines for the coordinated development of secondary and higher vocational education and of the ministry of education principles for the development of a programme for secondary vocational schools (the composition of the teaching staff (2009) 2)
14. The location and role of the mechanical processing profession, combined with the special points for students in secondary schools, was developed through multiple consultations with school teachers and business engineers. In practical teaching, the following should be noted: in the course of teaching, focus should be placed on the need to spread out the hard points, adhere to the principles of low starting points, small slopes and large capacity, and focus on improving the ability of students to analyse problems and solve practical problems of production. 2 teaching is theoretically linked to reality, strengthening field teaching methods, increasing students' sensitivity, and consolidating their theoretical knowledge. 3 the aim is to strengthen visual teaching, making full use of models, wall charts, placards and web-based informational teaching tools in order to improve students ' understanding and understanding of theoretical knowledge. 4 to reach out to students on a regular basis, to learn about their internships, and to collate, summarize, summarize and build upon the difficulties of their internships in the classroom, to help them improve their resilience. 5. To strengthen students ' love for their profession, their jobs, their love for their workers, their education as workers, their commitment to their careers, and the creation of a sound intellectual basis for their employment as workers. Xi. Consultant: expert: participant: military forces in sya (ganzu cheological structure)
