Digital electronic technology paper 1
On the Curriculum Reform of Digital Electronic Technology
This paper expounds the ideas and ideas of digital electronic technology curriculum reform, lists the teaching contents of project-driven modules, and the teaching methods and means of each module, and reforms the curriculum resources and curriculum assessment.
Keywords: ideas; Project driven; Teaching methods and means
"Digital Electronic Technology" is a professional basic core course for electronics, electricity and information majors, and it is the foundation of subsequent professional courses. It plays an important role in the whole curriculum system. This course is highly theoretical, applied and practical. Especially in vocational colleges, the application and practicality of courses should be emphasized. According to the characteristics and laws of the course itself, combined with the implementation of the teaching reform of this course in our school, this paper discusses the following aspects:
1 change teaching ideas and concepts
The traditional teaching method of digital electronic technology has always followed the theoretical teaching mode. Teachers follow tradition? A piece of chalk and a blackboard? Mode teaching, at most, verifies the theoretical knowledge in books on the digital box. In view of the problems such as insufficient connection between the content of teaching materials and practical application, and lack of real improvement of vocational skills, we put forward the following ideas:
(1) Self-compiled teaching materials suitable for the characteristics of higher vocational colleges, integrating the knowledge points required by the curriculum into practical tasks, and leading teaching with tasks.
(2) In the teaching process, the principle of combining theory with practice is adopted to integrate teaching, learning, doing, testing and imitation.
(3) Improve students' interest in learning and change passive learning into active learning.
(4) Change the assessment method and pay attention to the process assessment. The course score assessment consists of students' homework, usual performance, knowledge point assessment, vocational skills and so on.
2 Optimize the teaching content
This course is mainly composed of digital logic basic module, logic gate module, combinational logic circuit module, sequential logic circuit module and synthesis module. These modules cover the main content of digital electricity, and design their own tasks that are close to reality and mainly cover the course content. Taking work tasks as the carrier of professional knowledge, the relevant knowledge points are decomposed into various tasks as much as possible, and the relationship between work tasks and knowledge points, work tasks and practical applications, and work tasks and vocational skills is emphasized. See the upper right table for specific content arrangement:
3 improve teaching methods and means
In teaching methods and means, according to the characteristics of specific content, pay attention to classroom teaching; Driven by the task of making objects; By verifying the task knowledge points on the digital box; Through EWB software to simulate comprehensive tasks, teaching, learning, doing, testing and imitation are truly integrated into the whole teaching. See the right side of the table below for details:
4 the establishment of three-dimensional teaching resources
In terms of teaching resources, in addition to traditional textbooks, we also have experimental training rooms and computer rooms open to students, who can go to the experimental training rooms to complete their tasks after class. There are more resources on the Sky website of this course, including electronic teaching materials, PPT, electronic teaching plans, curriculum standards, unit implementation plan, assessment methods and structure, question bank, test paper library and so on. In particular, the online interaction between teachers and students has been specially opened, students can ask questions online and interact with teachers online, and students can surf the Internet at any time, which provides a good platform for their autonomous learning. The interface of online resources is as follows:
5 Pay attention to process evaluation
For the assessment of this course, we have broken the conventional assessment method and paid attention to the process assessment instead of the final exam results. In the past, students always thought that it didn't matter if they didn't study hard at ordinary times, as long as they studied hard at the end of the term. Now, under this assessment method, students will attach great importance to the whole learning process, which is no longer a good theoretical paper, so this course will be well studied. Including homework, attendance, theoretical assessment, actual operation process, task completion effect, professionalism, teamwork, independent problem-solving ability and many other aspects. This evaluation of students' learning situation from all aspects has played a very good role in promoting students' vocational skills.
Integrating tasks into teaching materials; Adopt the integrated teaching method of teaching, learning, doing, examination and imitation; Enrich teaching material resources and build an interactive platform between teachers and students; Paying attention to process assessment and other reforms has greatly stimulated students' interest in learning. Students often take the initiative to go to the laboratory to make and debug their own works, which greatly improves their professional skills. From the feedback of students, the teaching effect is obviously better than that of non-reform classes. Did it come true? Teacher-led, student-oriented? The teaching purpose of. Of course, in the teaching reform, we also found some places that need to be improved. For example, how to connect welding skills with electrical and electronic practice courses; How to connect with modules, electricity and other courses in topic selection; With the process of physical production, how many class hours should be arranged is more appropriate; How to combine disciplines with new technologies and so on. In short, the curriculum reform should be continuous, keep pace with the times, constantly sum up and improve, and truly become a favorite course for students.
Papers on Digital Electronic Technology II
On the Teaching Design of Digital Electronic Technology Course
Instructional design is also called instructional system design. It is a process of analyzing teaching problems and determining teaching objectives, establishing a strategic plan to solve teaching problems, trying solutions, evaluating the results and modifying the plan by using systematic methods. Teaching system consists of three basic elements: teachers, students and teaching conditions, so teaching design is a systematic process, including how to locate teaching objectives, how to analyze tasks, how to formulate teaching strategies, how to correctly select teaching media, and how to compile teaching evaluation standards. Modern teaching design has absorbed advanced education and teaching ideas, and the teaching process revolves around various practical problems, which can be put forward by teachers or students. Students actively participate in all aspects of the teaching process, which is reflected in the "leading subject" education model that not only plays the leading role of teachers but also fully reflects the role of students' cognitive subject, and pays equal attention to teaching and learning, that is, "teaching system design centered on teaching problems". How to apply the idea of modern instructional design to the teaching of digital electronic technology?
First, the design of teaching content should pay attention to the cultivation of students' ability and comprehensive quality.
The training goal of vocational education is to train high-tech applied professionals who meet the needs of the front line of production, construction, management and service. It requires that the educated should finally "have the practical working ability to meet the needs of production, construction, management and service." Vocational education and teaching should emphasize pertinence, practicality and advancement, and delete outdated, over-emphasized, profound and unrealistic contents.
1. Starting from the teaching objectives of the course, choose the teaching content and grasp the theoretical degree.
Digital Electronic Technology is a basic technical course for electronic majors such as applied electronic technology, information engineering, electronic equipment operation and management. Its teaching goal is to enable students to master the basic knowledge, basic theory, basic analysis and design methods of digital electronic technology, and to cultivate students' basic skills in making and debugging digital application circuits. Cultivate students' rigorous scientific attitude, scientific way of thinking, innovative consciousness and innovative ability. To provide the necessary theoretical knowledge and practical skills for the follow-up courses and lay a good foundation for the future career. Therefore, based on the teaching objectives of this course and the training objectives of higher vocational education, we should emphasize the application of basic theories, basic analysis methods and knowledge in the selection of teaching content to avoid complicated internal analysis and mathematical derivation of integrated circuits. The emphasis is on the description, analysis and application of external logic functions. Emphasize external characteristics and main parameters.
2. From the perspective of cultivating ability, theoretical teaching and practical teaching should be integrated.
Because digital electronic technology is a highly applied technical basic course, its basic theory and practical skills are the foundation of many subsequent courses, and the close combination of theory and practice is particularly important in this course. Therefore, in each chapter, we set up the corresponding practical training link-skill training. Including basic skills training and design skills training. The content of "basic skills training" is closely related to the content of classroom teaching, which fully embodies the practicality of the course. "Design skills training" is based on the given practical problems, students design their own circuits, select chips, install and debug, and troubleshoot. At the same time, a comprehensive course of theory and practice-curriculum design content is offered, which closely combines theoretical teaching with practical teaching. Through the study of theoretical courses and the practice of practical training courses, students can basically master the basic knowledge and skills of electronic technology. Then, through the corresponding curriculum design, design and implementation are integrated, and theory is applied to practice, so that students can not only improve their design ability of applying what they have learned, but also realize the distance between theoretical design and actual implementation in this process.
Second, the design of teaching methods should mobilize students' initiative in learning and stimulate their creativity.
The core of teaching reform is the reform of teaching methods, which should be reflected in the whole classroom teaching process. In terms of teaching methods, based on the current situation of poor foundation and uneven learning level of higher vocational students, we strive to avoid simple injection and use heuristic, discussion and defensive teaching methods instead. Combine classroom teaching, in-class discussion, extracurricular self-study and skill training reasonably, and divide the teaching process into topics introduction, questioning to stimulate learning, combination of lecture and practice, and summary and consolidation of selected examples for teaching practice. 1. Introduce topics from design examples or practical engineering problems.
Before introducing some important chapters, list a design example or practical engineering problem, and introduce relevant knowledge and theory through analysis, design and introduction. For example, when studying the section of medium-scale integrated combinational logic circuit, let students design a traffic light fault alarm circuit with the design method of SSI combinational circuit they have learned. The traffic lights are red, yellow and green. Only one of the lights is on, which is normal, and the rest are faulty, which requires NAND gates. "Then the question is raised," When designing a combinational circuit with SSI, the gate is the basic unit of the circuit. Can we use other logic elements to design this circuit? "After giving students some time to think, the teacher can directly give the eternal answer:" In the content to be learned in this section, both the decoder and the data selector can complete the logic function of the above circuit. "At the same time, draw the corresponding design circuit. In this way, students' interest is aroused immediately, and many questions arise: What are decoders and data selectors? Why can they also realize the above circuit design? Wait a minute.
2. Set questions to stimulate learning
The ancients said, "Learn from your knowledge to know your doubts, make small progress with small doubts, make great progress with big doubts, and those who doubt will realize the opportunity and make progress with enlightenment." Only by constantly asking questions can we explore and solve problems. Setting questions to stimulate learning means that teachers use questions to inspire students to think and cultivate students' ability to "doubt, question and solve doubts". The design of questioning methods includes "when to ask questions", "what questions to ask" and "how to ask questions". These questions can be designed by the teacher in advance, or they can be questions that students ask that students are also interested in. Organize and discuss related knowledge organically, stimulate students' thinking activities, and guide students to analyze and solve problems.
3. On-site teaching, combining teaching with practice.
Combine classroom teaching with skill training reasonably, and some teaching contents can be arranged in experiments and training. Practice while talking, and combine speaking with practice. Practice while talking is mainly used to introduce the working principle of integrated circuits, and then students will test the functions and external characteristics of the circuits; Practice and discussion are combined, that is, students test the circuit according to the function list of integrated circuits. Then teachers and students discuss and summarize the test results to deepen the understanding of the theory. In this way, putting the teaching process into experiment and training will help students realize the natural transition from perceptual to rational. In the process of study and practice, we can understand what we have learned more deeply and establish the connection between theory and practice in our minds, so that students can gradually improve their learning ability and practical skills. Guide students to use basic theories and analytical methods to solve practical problems.
4. Selected examples
In the teaching of digital electronic technology, the principle of "intensive teaching and more practice" is advocated. "Intensive teaching" means to explain important concepts and principles and related knowledge points deeply and thoroughly. "Practice more" means practicing frequently in solving problems and designing methods, learning creative homework and learning to solve multiple problems. Therefore, teachers must choose comprehensive and designed examples that are representative and connected with engineering practice, and pay more attention to design ideas and methods and less attention to specific knowledge in class. Guide students to think "Why?" Turn to thinking differently. "Can't we do this?" "Is there a better way?" . Pay attention to cultivating students' comprehensive ability and stimulate creativity.
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