Didactic Aspects of Teaching Mechatronic Objects

Gorazd Rakovec
gorazd.rakovec@siol.net
Šolski center Celje

Povzetek

Stroka je sinteza vseh predmetov šolskega programa, ki je študenti sami večinoma ne sintetizirajo. Naloga učiteljev je, da študentom posredujejo že strokovno sintetizirana znanja svojega z ostalimi predmeti tako, da pri vseh predmetih obravnavajo določene in usklajene primere iz delovnih mest, kjer je zaposlena večina študentov. Obravnava primerov pa ne poteka klasično po poučevanju osnovnih zakonov in njihovi sintezi v strokovno teorijo. Strokovno uporabne kompetence lahko študenti laže pridobijo in uporabijo, če predavatelj začne predavanja z analizo –razgradnjo znanega primera na podsisteme in podprocese, nato sledi njihov opis z vsemi postopki in teorijami, s čimer se faza analize zaključi. Do te faze študenti pridobijo kompetence faz poznavanja, razumevanja in tudi analiziranja po pedagoški Bloomovi taksonomski lestvici. Sledi laboratorijska vaja uporabe na opisanem fizičnem didaktičnem sistemu, ki ji sledi projektna vaja sinteze drugačnega istovrstnega sistema s timski delom. V teh zadnjih fazah študenti tako pridobijo najvišje kompetence analize in sinteze ter tudi socializacijske kompetence. Zaključeni projektni vaji v šoli sledi praksa v podjetju. Ko se študent zaposli v podjetju, zna bolje uporabljati šolsko pridobljena strokovna znanja na podlagi analize primerov, kar pomeni veliko dodano vrednost za podjetja in tudi za študenta.   

Ključne besede: stroka, analiza primera, sinteza zakonov.

Abstract

Profession is a synthesis of all the subjects of the school program. The students often do not synthesize them. The teachers’ task is to teach students the knowledge of their subject, synthesized with other school subjects in order that they would cover specific and relevant profiles where most of the students would be employed. The case studies are not classical teaching of basic laws and their synthesis in the professional theory. The students can more easily acquire and use applied professional competences if the lecture begins with an analysis – a decomposition of the case into sub systems and sub processes followed by a description of all procedures and theories in order to complete the analysis phase. At this stage students acquire competencies of the pedagogical Bloom’s taxonomy scale: knowledge, understanding and analyzing. The lab exercise for system usage on the described physical didactic system follows. The next step is a project team work for creating a similar system. In the latter stages the students will gain the highest skills of analysis and synthesis as well as socialization skills. The education continues at the company on the practical level. When the student is employed, he can make better use of academic skills acquired on the basis of an analysis of cases, which means higher added value for companies and for students also.

Key words: profession, case analysis, laws, synthesis