Research on the Smart Classroom Teaching Mode of PLC Courses in Secondary Vocational Schools Empowered by Artificial Intelligence

JianNan Li

doi:10.63313/IJSSEH.9030

Authors

JianNan Li Tianjin University of Technology and Education, Tianjin, 300222, China Author

DOI:

https://doi.org/10.63313/IJSSEH.9030

Keywords:

Artificial intelligence, Secondary vocational education, PLC control technology, Smart classroom, Teaching mode

Abstract

To address the problems of disjointed theory and practice, as well as inadequate adaptation to student learning contexts in the traditional teaching of the course PLC Control Technology and Application in secondary vocational schools, a smart classroom teaching model was constructed based on artificial intelligence (AI) technology. This paper analyzes the current teaching status of the course and the application value of AI, and conducts teaching design from four dimensions: teaching objectives, content reconstruction, process design, and evaluation system. A novel "AI-empowered 9+9 dual-process smart teaching model" is proposed. A one-semester teaching practice was carried out with 40 students majoring in mechatronics from the 2023 grade of Lanzhou Modern Vacational College as the research subjects, with a parallel class adopting traditional teaching methods as the control group. The practical data demonstrate remarkable teaching effectiveness: 83.78% of the students approved of the smart classroom teaching model, and the classroom interaction participation rate was 42% higher than that of the control group; 85% of the students were able to independently formulate preview plans, representing a 38% increase compared with the control group; the accuracy rate of practical training programming and the efficiency of equipment debugging were improved by 25% and 30% respectively. The final overall score of the experimental class was 10.2 points higher than that of the control group, with the theoretical score being 8.9 points higher; the passing rate reached 100%, and the excellent rate was 20% higher than that of the control group. The students' satisfaction with this teaching model stood at 92.3%. This study provides a replicable practical reference for the digital transformation of professional courses in secondary vocational schools, achieving the improvement of teaching quality and efficiency under the empowerment of technology.

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