In order to achieve the above practical teaching requirements and objectives, after the students complete the basic course of digital electronics technology, arrange three weeks for course design. In the course design process, students are the main body. Teachers only provide students with possible reference materials, as well as search methods for electronic device materials, and adopt a step-by-step guide to inspire students to solve problems by themselves. The specific methods are as follows: First, the teacher puts forward the main technical indicators, design tasks and requirements of the subject; Second, the students pre-design and formulate the preliminary design plan; Third, discuss and modify the design plan, compare the advantages and disadvantages of various plans, the teacher gives Certain guidance; Fourth, drawing, welding, debugging; Fifth, students write design summary reports.
The realization of digital electronic technology practice teaching has summarized many years of curriculum design practice. In the past, practice teaching mostly focused on teachers and students participated. Students are the main body of practical teaching, and teachers give necessary explanations on design methods and selection principles of components, introduce printed design methods, and provide students with bibliography and relevant network resource addresses for reference. Others such as going to the library to look up related materials, circuit parameter calculation, schematic design, component selection, printed circuit board design, purchase of special components, circuit welding debugging, etc., are all done independently by students.
The choice of practical topics should consider the following factors: First, the form is relatively simple, with more reference materials, most students can complete; Second, the required devices can be basically purchased in the city where the school is located, and the design The cost is lower; the third is to have a certain amount of calculation workload, which can use the students 'theoretical knowledge; the fourth is to have a certain degree of difficulty, which can distinguish the students' ability.
Based on the above principles, we experimented with two options: one option is that each time the teacher designates two topics for students to choose one freely, and students will choose their own more confident topics to design according to the mastery of the knowledge of the electronic 1 technology theory they have learned. . The second plan is to require all students to do the same task, this plan has too many limitations. But each plan requires students to complete the design task independently, and students can continuously optimize the plan in the design to make it more realistic. Design courses include: corridor sound and light control lighting system design, eight-way answering system design and electronic perpetual calendar system design.
Course practice is scheduled for three weeks. Zhou, students consulted materials, conducted basic circuit design and scheme demonstration, calculated relevant circuit parameters, and entered the laboratory to understand the relevant circuit design and production environment.
In the second week, students complete the theoretical design of the circuit, draw a circuit diagram, and design the printed version based on the relevant design. Considering the cost, most of the devices are purchased uniformly by the laboratory, and other devices are purchased by students within a given amount of funds. On the one hand, it fosters students' awareness of cost control in engineering design; on the other hand, it also gives students the opportunity to become familiar with the market.
In the third week, students entered the laboratory to make circuit boards, drill holes in the corroded circuit boards, complete component installation and welding, and circuit debugging. In the process of circuit debugging, the use of basic electronic instruments such as DC stabilized power supply, oscilloscope, multimeter, signal source, etc., is operated independently by the students, and the instructor instructs the students in the process of drawing, corrosion, drilling, welding, debugging. Give some guidance.
Practical effect and analysis of digital electronic technology practice, students become the main body of the practice link, the enthusiasm and initiative of learning have been greatly improved. After issuing the practical tasks of the course, the teacher only explained the tasks. The other tasks were all completed by the students independently. After the students cleared the requirements of the topics, they should seize the time to check the materials in the library or on the Internet. The learning initiative is very high.
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