Research on PLC Practical Teaching Reform Based on Enterprise On-site Commissioning

Practical teaching is a key link in the training of application-oriented undergraduate talents and a core carrier for connecting professional theories with engineering post competencies and cultivating high-quality application-oriented engineering talents. At present, there are still prominent problems in the teaching of PLC courses in universities, which fail to meet the post training requirements of the intelligent manufacturing industry. There is a widespread disconnection between theoretical teaching and industrial on-site practice. Classroom teaching mainly focuses on basic textbook theories with outdated content, which is poorly adapted to the real equipment commissioning and production line operation scenarios of enterprises. In addition, the on-campus training projects are rigid in content and insufficient in comprehensiveness. Lacking systematic practical training, students generally have weak hands-on abilities and insufficient experience in handling engineering problems. Meanwhile, the existing school-enterprise collaborative education model remains superficial and is dominated by short-term cooperation. Enterprises are not deeply involved in curriculum construction and practical training guidance, which restricts the educational effectiveness of industry-education integration. Furthermore, the curriculum evaluation system has obvious deficiencies. The long-term assessment mode that emphasizes results over processes cannot comprehensively and objectively evaluate students’ practical operation abilities and comprehensive literacy. In view of the above problems, taking local enterprises in Fuling as the practical carrier and integrating the concepts of industry-education integration, situational teaching and outcome-based education, this paper constructs the two-stage teaching mode of "integration of theory and practice + on-site competency improvement". This teaching reform restructures the teaching content in line with the real commissioning needs of enterprises, builds a normalized school-enterprise collaborative practice platform, and optimizes and establishes a comprehensive evaluation system combining process assessment with enterprise participation. Teaching practice shows that the reform can effectively improve students’ abilities in on-site commissioning, fault troubleshooting and engineering application, realize the precise docking of teaching content and post requirements, and provide a replicable implementation path for the practical teaching reform of engineering majors in local universities. 实践教学是应用型本科人才培养的关键环节，是衔接专业理论与工程岗位能力、培育高素质应用型工科人才的核心载体。当前高校PLC课程教学仍存在诸多突出问题，难以适配智能制造行业的岗位培养需求。课程普遍存在理论教学与工业现场实践脱节的问题，课堂教学多围绕教材基础理论展开，内容更新滞后，与企业真实设备调试、生产线运维场景贴合度较低。同时，校内实训项目内容固化、综合性不足，学生缺少系统性实操锻炼，普遍存在动手能力薄弱、工程问题处理经验不足等问题。与此同时，现有校企协同育人模式较为浅层化，多以短期合作为主，企业未能深度参与课程建设与实训指导，产教融合育人效能未能充分发挥。此外，课程评价体系存在明显短板，长期秉持重结果、轻过程的考核模式，难以全面、客观评价学生的实操水平与综合素养。针对上述问题，本文以涪陵本地企业为实践载体，融合产教融合、情境教学与成果导向教育理念，构建“理实一体+现场提升”两段式教学模式。本次改革重构贴合企业真实调试需求的教学内容，搭建常态化校企协同实践平台，优化建立过程性考核与企业参与相结合的综合评价体系。教学实践表明，该改革有效提升了学生的现场调试、故障排查与工程应用能力，实现教学内容与岗位需求精准对接，可为地方高校工科实践教学改革提供可复制的实施路径。