Chemical Simulation* * What is the system? and on-site actual * * What's the difference?

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Secondary vocational education is an important part of high school education. Its mission is to cultivate high-quality workers and skilled talents who are compatible with the requirements of my country's socialist modernization construction, have all-round development morally, intellectually, physically, and aesthetically, have comprehensive professional abilities, and work on the front line of production and services. Practical teaching is an important feature of secondary vocational education. Without practicality, it is impossible to cultivate students' skills, techniques, application abilities, operational abilities, etc. This article introduces chemical engineering simulation training teaching and discusses its role in the training of chemical engineering talents. 1. Overview of the chemical engineering simulation system The chemical engineering simulation system training room consists of a teacher station and multiple student stations. There are simulation software for multiple typical chemical engineering units and typical system devices. The classroom station with management functions can issue all or individual operating instructions to the student stations, and can display the operation results and final scores of the corresponding students. Through interpersonal dialogue, students can skillfully complete operations such as cold driving, parking, and accident handling of units and system devices. Teachers can clearly understand the current operation status of each student through the teacher's main console. 1. Comparison between simulation training and traditional teaching. The main content of the process course is to teach the production process of typical chemical products, including the principles of production, analysis of process influencing factors, organization and implementation of process flow, and related safety and environmental protection knowledge. In the traditional teaching process, teachers mainly use physical demonstrations, model demonstrations, wall charts, videos and other teaching methods to enhance the intuitiveness, image and vividness of teaching in the classroom, trying to achieve a close combination of theoretical teaching and practice to improve classroom teaching efficiency and teaching quality. However, these methods and means have great shortcomings. Although the physical objects and model demonstration methods are intuitive, vivid, and real, their types and quantities are limited and cannot meet the teaching needs. Although the wall chart and video methods save a lot of teaching time occupied by writing on the blackboard and drawing pictures, and increase the teaching capacity per unit time, once the wall chart and video are produced, they are fixed, specific, and closed. Teachers can only teach in a pre-designed way, and students learn in a fixed way. Under the above circumstances, students still generally feel that the teaching content is abstract, boring, difficult to learn, and difficult to understand, so that a considerable number of students review what they have learned after the course and feel that it has achieved little. The chemical engineering simulation teaching system is combined with theoretical teaching and uses the intuitive, clear, complete and dynamic simulation interface it provides. Students can learn while listening, watching and operating. * . Create an operating environment that is very similar to the real device. The layout, color, dynamic display of numerical information, dynamic indication of status information, operation methods, etc. of various pictures must be the same as the operating environment of the real device, so that students have an immersive sense of reality. 2. On-site practice * and simulation true * comparison. Since the equipment and pipelines in the production line are often complicated, it is difficult for students to understand the process and pipeline connections on site. They can only understand the status of the normal production process, and have little actual understanding of abnormal production, which is only in writing. The simulation system, with its intuitive form, allows students to fully understand production and improves the timeliness of teaching. The characteristics of chemical production are that raw materials, media, and products are all flammable, explosive, toxic, and corrosive. The front-line production process is complex and highly continuous, and safety hazards exist at any time and anywhere. Although students have a certain understanding of the characteristics of chemical production, they do not know much about the safety issues existing in the specific production process. * In practice, safety problems will inevitably be faced, which may cause students to be timid and unable to practice. * The effect is reduced. The simulation system provides teachers and students with a safe learning environment * and practical training platform, there is no psychological burden at all, you can complete teaching tasks and acquire knowledge and skills in a relatively relaxed environment. Once the actual production equipment encounters an accident or the equipment is overhauled, to ensure safety, students are not allowed to enter the site. As for the weakness of DCS simulation training customer service, a realistic simulation environment has been established. During the training, accidents can be set up through the teacher station for the operation of the student station. Students can make independent judgments based on existing knowledge and take necessary measures to solve them, which makes up for the on-site practice. * I can only look at the shortcomings of being unable to move. With the continuous development of chemical production control technology, many chemical companies use DCS simulation systems for practical training, which is an outstanding manifestation of teaching closely following the actual production. It enables students to conduct necessary operational exercises that are closest to on-site control before entering work, and acquire practical skills to meet and meet the requirements of future production. 2. Characteristics of chemical engineering simulation teaching 1. Convenience in teaching students in accordance with their aptitude. Students go to the factory for production practice * timely, real * It is difficult for instructors to monitor each student’s learning * Without a detailed understanding and grasp of the situation, the guidance is naturally not specific enough or targeted. The simulation system can clearly and in detail understand the current operation situation of each student through the teacher's main console, which is conducive to understanding the individual differences of students. In view of the current situation of students' uneven quality, teaching students in accordance with their aptitude, providing targeted guidance, and improving the effectiveness of practical training. 2. High safety. Since chemical engineering simulation training simulates operations on a computer and does not run directly on real equipment, it is impossible to cause damage to operating objects and equipment. There will be no explosion or leakage of toxic substances caused by excessive temperature and pressure caused by students' operating errors or mistakes, resulting in serious personal injury accidents. At the same time, safety education can also be strengthened. Through simulation training, students can understand the causes of accidents, what the consequences will be, how to eliminate them, etc. 3. Strategies for chemical engineering simulation teaching. Since the simulation system has functional features such as openness, variability, and real-time interactivity, the teaching content and teaching progress can be adjusted in real time according to the actual classroom situation and teaching needs, and simulation experiments can be conducted. The simulation system is equipped with different training plans and operating switches at different speeds, which also provide strong support for the teaching method of learning while practicing and integrating theory with practice. In this kind of simulation-based learning * During the process, the system can automatically provide feedback information on the completed units and the degree of mastery. The feedback information can indicate the learning objectives. * The system can continuously monitor the completion status and level of tasks during the process. * Teachers conduct tests, provide students with clear self-evaluation information, and guide students to practice what they have learned. * , summarize and improve. Teachers can also correctly judge each student’s learning performance through information fed back to the teacher’s host computer. * situation, so as to achieve targeted guidance, improve teaching efficiency and the quality of practical training. In accordance with the student-centered and teacher-led strategy, teachers should do a good job of supervision before, during and after the event, allowing students to operate and think independently as much as possible, making full use of students' curiosity and broadening their knowledge. For students' problems in operation, teachers are not eager to help solve them. They first let students discuss and analyze in groups to train students' communication, exchange, expression, problem analysis, and problem-solving abilities. Teachers can give some tips, conduct special analysis of some major errors, and guide students and teachers to solve problems together.