This kind of passive participation of students in the teaching of experiments greatly reduces the effect of training students' engineering and innovation abilities. The staged feedback of the reform effect is better, and the students’ learning interest and learning effect are greatly improved, but there are also problems that some students have difficulty in controlling the progress of the experiment. At the same time, attention should be paid to the systematic and coherent knowledge. 1. During the experiment, that is, during the implementation of the experimental teaching organization, teachers assign tasks and organize students to complete tasks autonomously. At this stage, the teacher not only needs to comment on the student's performance on the spot, but also needs to be evaluated according to an appropriate performance evaluation standard. (2) Autonomous cooperative exploration. In the end, each group sent one representative to report the conclusions drawn by the team, and finally formed an experiment report to complete the experiment. In fact, in the teaching process of the task-driven method, although the teacher is a helper and guide, the main task is to encourage and supervise the students to complete the experimental tasks boldly, but in this relatively open teaching environment and the process of using special teaching equipment In order to ensure that students can effectively explore experiments independently, teachers are still in an active position, actively observing students, assisting students in solving experimental problems, and ensuring the safety of students, and truly "run silently". Timely evaluation will not only leave students a deep impression on knowledge, but also a good incentive for student participation and performance. And the form injection mold factory of evaluation is not only the teacher's comments in the classroom and the final results of the experiment, but also the evaluation between students. [5] It allows students to form a problem-solving and problem-solving ability and a spirit of independent exploration and cooperation with others in the process of completing tasks. Design of mold experiment teaching based on task-driven method The "molding process and mold design" experimental course generally designs 2 to 3 experiments. In the mold experiment teaching process, students often have the problem that "the teacher understands it as soon as he speaks it, but he understands it as soon as he sees it, but it is wrong when he starts it", and the students don't bother to analyze and explore the principle of the experiment, and often just complete it step by step Corresponding experiment. It generally includes three steps: creating a situation and determining tasks; self-cooperative exploration and completion of tasks; learning and evaluating, and summing up and improving. This traditional teaching method is transformed into a multi-dimensional interactive teaching method that mainly solves problems and completes tasks. Therefore, how to better implement flexible teaching still requires our continued efforts. Taking the comprehensive experiment "injection molding process and determination of process parameters" as an example, the implementation steps of the task-driven method are studied. It requires that the given task comes from or is close to the student's real life, which can arouse the students' interest and resonance. The completion of each task will eventually achieve the overall teaching goal, thereby forming a Systematic knowledge system. [3] Constructivism points out that learning is not a process in which students passively accept established knowledge, but a process in which students actively construct knowledge internally.
