学选考真题导向下的工艺顺序教学探究——聚焦钻孔工序

Research on the Teaching of Process Sequence under the Guidance of Academic Proficiency Test and College Entrance Examination Questions—Focusing on the Drilling Process

摘要: 本文以通用技术学选考真题中的工艺顺序题型为切入点，聚焦钻孔工序的合理定位问题。通过分析2017~2025年高考学考真题，发现钻孔工序考点出现频次高、命题权重大，其位置安排需综合效率、安全、精度等多维度因素。基于对不同案例的实证分析，总结提出五条“钻”序规律，为优化技术教学提供理论支撑。工艺顺序题能有效检验学生工程思维与实践能力，在未来的教学中教师应通过实践强化学生对原理的探究，推动技术教育从“步骤记忆”向“工程思维”转型。

Abstract: This study takes the question types related to process sequence in the Academic Proficiency Test and College Entrance Examination of General Technology about general technology as the starting point, with a particular focus on the rational positioning of the drilling process. Through an in-depth analysis of the questions in the Academic Proficiency Test and College Entrance Examination from 2017 to 2025, it has been discovered that the knowledge points related to the drilling process appear with a high frequency and carry significant weight in proposition setting. The determination of its position in the process requires a comprehensive consideration of multiple dimensions, including efficiency, safety, and precision. Based on an empirical analysis of diverse cases, this paper summarizes and presents five rules for the “drilling” sequence, thereby providing theoretical support for optimizing technology teaching. The process sequence questions can effectively assess students’ engineering thinking and practical capabilities. In future teaching, educators should enhance students’ exploration of principles through practical activities, facilitating the transformation of technology education from “rote memorization of steps” to “engineering thinking”.