Teaching Design and Practice of Capstone Courses for Electronic Information Majors
Abstract
Against the background of engineering education reform, electronic information majors urgently need to construct a comprehensive, practical and innovative curriculum system to cultivate students’ ability to solve complex engineering problems. As a core carrier integrating multidisciplinary knowledge and connecting theory with industrial practice, the teaching design of Capstone courses directly affects the quality of talent training. Based on the Outcome-Based Education (OBE) concept and drawing on the logic of “capstone courses” in American engineering and technology universities, this paper constructs a teaching system for Capstone courses of electronic information majors from four dimensions: curriculum goal positioning, content system construction, teaching mode innovation, and evaluation mechanism optimization. Taking the “Comprehensive Professional Experiment” as a practical carrier to verify its feasibility, this study provides a reference for similar curriculum reforms in application-oriented undergraduate universities.
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