抓好“361”,促进通信电子电路课程设计教学  

Grasping ’ Three, Six, One’ , Promoting the Teaching of Communication and Electronic Circuit Course Design

作　　者：朱昌平[1] 张红苹[1] 朱陈松[2] 殷明[1] 高远[1] 

机构地区：[1]河海大学计算机及信息工程学院（常州）,江苏常州213022 [2]河海大学公共管理学院,江苏南京210098

出　　处：《实验技术与管理》2006年第5期18-21,共4页Experimental Technology and Management

基　　金：江苏省教学研究课题江苏省基础实验教学示范中心和特色专业建设项目.

摘　　要：为确保课程设计的教学质量能稳步提高，以通信电子电路课程设计为试点，对教师应如何抓好“软件仿真和硬件试验、独立研究和集体讨论、模块设计和系统统筹”等3个方面的结合，以及在“课题布置与要求、方案论证与设计、原理电路仿真与改进、实际电路安装与调试、学生作品验收与研讨、课设报告写作与评阅”等6个环节中始终发挥好教师的1个“主导作用”进行了研究。实践表明，抓好了“361”，即可使通信电子电路课程设计的教学质量得到有效提高。In order to promote the teaching quality of course design steadily, the Communication and Electronic Circuit course design is taken for example. The key is that teachers should grasp ＂three, six, one＂. ＂Three＂ are software simulation and hardware examination, independent research and group discussion, and module designing and system planning. ＂Six＂ are the plans and requests of the topic, the reasoning and designing of the projects, the simdating and improving of the principle circuit, the installing and debugging of the practice circuit, the checking and discussing the students＇ works and the writing and judging of the course design reports, ＂One＂ is the teacher＇ s guiding function. The practice indicated that the teaching quality of the Communication and Electronic Circuit course design would be promoted effectively when the three, six, ＂one＂ is grasped well.

关 键 词：课程设计 通信电子电路 过程管理 教学方法 

分 类 号：G642.0[文化科学—高等教育学]