1.

INTRODUCTION

The 21st century is the century of light, the opto-electronic industry is the most attractive sunrise industry. Optoelectronic technology is a cross disciplines and it is a combination of optics, electronics, machinery and materials. Five professionals, which are opto-electronic technology science, opto-electronic information science and technology, optoelectronic materials and devices, information display and opto-electronic technology and opto-electronic information engineering, are merged into a opto-electronic information science and engineering. Opto-electronic information science and engineering professionals cultivates talents with in the field of opto-electronic information. In area-application-oriented college, Many students lack the activity and initiative of the learning, they waste a lot of time playing net game and wechat. After graduation, the students’ independent innovation ability is poor, the students’ team cooperation ability and practical ability are weak. According to the above problems, this paper is focused on the students themselves, to cultivate students’ initiative, to enhance students’ awareness of participation, to train students’ team spirit and make full use of students’ extracurricular time. Starting from the teaching practice of opto-oelectric professional, we summed up the typical difficulties of the traditional teaching mode. The in-class practice teaching was introduced in the classroom teaching. According to the requirements of talent training program and curriculum, We design of different in-class practice content. It was proved that the in-class practice teaching has good effect in practice.

2.

DIFFICULTY OF TRADITIONAL CLASSROOM TEACHING MODE

The traditional teaching is mainly based on the classroom teaching, and the effect of the teaching is not optimistic, there are many problems to be solved.

First, the content of teaching is constant, the proportion of theoretical content is more. In many professional classroom teaching, the proportion of theoretical content is more. Not only the teacher takes up most of the teaching time, but also the teaching knowledge is divorced from the practice. Second, single evaluation method. The course examination includes three aspects: the final exam scores, homework and student attendance, which can not reflect the reality of students’ learning. The last,single teaching method. Teaching is given priority to with combination of traditional blackboard writing and PPT teaching, the teacher is only knowledge disseminator, the student is only the passive recipients of knowledge.

Summarized the above problem, because of the disadvantages of the traditional teaching, the students’ learning interest is not strong, the studying initiative is reduced, the sense of participation is weak and the team spirit of students can not be trained. The current classroom teaching need reform, for this reason, we introduced the in-classroom practice teaching in the classroom in order to enriching the teaching form and improving the classroom teaching effect through the investigation.

3.

TEACHING REFORM AND PRACTICE

4.

SUMMARY

Through the introduction of the in-class teaching, the teaching of the course of photoelectric professional has got good effect. The teaching reform has improved the students’ learning initiative, enhanced the students’ awareness of participation, cultivated the team spirit of the students and made full use of the students’ spare time. Next we would improve the quality of the in-class practice, so that the in-class practice can mobilize the enthusiasm of the most students, and make the in-class practice for the most of students benefit from it.