工程教育认证以成果导向(Outcome based education (OBE))为主要思想,其对工科专业相关课程提出新的要求,基于此,本文以电气类专业课“单片机原理与接口技术”为例,根据该课程的课程目标与专业学生毕业要求之间的对应关系,考虑各观测点...工程教育认证以成果导向(Outcome based education (OBE))为主要思想,其对工科专业相关课程提出新的要求,基于此,本文以电气类专业课“单片机原理与接口技术”为例,根据该课程的课程目标与专业学生毕业要求之间的对应关系,考虑各观测点的支撑强度,并以课程目标与教学内容对应关系,分别从平时成绩、过程考核、考试及实验等教学环节出发,阐述了课程目标达成情况评价依据及结果。最后,根据目标达成情况对教学内容、教学资源、教学方法、考核方式、实践环节和评价标准等进行持续改进,使学生在单片机开发与工程应用等方面的综合能力得到提升,并为其他工科专业相关课程的建设提供参考。The main idea of engineering education certification is OBE, which puts forward new requirements for courses related to engineering majors. Based on this, this paper takes the electrical major course “Principle of Single-chip Microcomputer and Interface Technology” as an example, and considers the support strength of each observation point according to the corresponding relationship between the course objectives and the observation points required by professional students for graduation. Based on the corresponding relationship between curriculum objectives and teaching contents, this paper expounds the evaluation basis of the curriculum objectives from the aspects of ordinary performance, process assessment, examination, and experiment. Finally, according to the achievements, the teaching content, resources, methods, assessment methods, practice links, and evaluation standards should be continuously improved, so that students’ comprehensive ability in the development and engineering application of single-chip computers can be improved, which provides references for the construction of other engineering courses.展开更多
文摘工程教育认证以成果导向(Outcome based education (OBE))为主要思想,其对工科专业相关课程提出新的要求,基于此,本文以电气类专业课“单片机原理与接口技术”为例,根据该课程的课程目标与专业学生毕业要求之间的对应关系,考虑各观测点的支撑强度,并以课程目标与教学内容对应关系,分别从平时成绩、过程考核、考试及实验等教学环节出发,阐述了课程目标达成情况评价依据及结果。最后,根据目标达成情况对教学内容、教学资源、教学方法、考核方式、实践环节和评价标准等进行持续改进,使学生在单片机开发与工程应用等方面的综合能力得到提升,并为其他工科专业相关课程的建设提供参考。The main idea of engineering education certification is OBE, which puts forward new requirements for courses related to engineering majors. Based on this, this paper takes the electrical major course “Principle of Single-chip Microcomputer and Interface Technology” as an example, and considers the support strength of each observation point according to the corresponding relationship between the course objectives and the observation points required by professional students for graduation. Based on the corresponding relationship between curriculum objectives and teaching contents, this paper expounds the evaluation basis of the curriculum objectives from the aspects of ordinary performance, process assessment, examination, and experiment. Finally, according to the achievements, the teaching content, resources, methods, assessment methods, practice links, and evaluation standards should be continuously improved, so that students’ comprehensive ability in the development and engineering application of single-chip computers can be improved, which provides references for the construction of other engineering courses.
