通信电子电路课程设计的“六环”管理  

Six Taches Management of the Communication and Electronic Circuit Course Design

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

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

出　　处：《实验室研究与探索》2006年第9期1044-1046,共3页Research and Exploration In Laboratory

基　　金：江苏省教学研究课题(0592);江苏省基础实验教学示范中心和学校特色专业建设项目

摘　　要：课程设计是学生从理论到实践的重要环节,为确保课程设计的教学质量不因学生规模的逐年扩大和教师队伍的变更而受影响。以通信电子电路课程设计为试点,从课题布置与要求、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个环节对教师和学生提出了明确的要求。每一环节师生均有抓手。此举于提高师生对课程设计的重视程度,减少器件的损耗,提高学生实践乃至创新能力行之有效。The course design is an important tache for students to combine theory with practice. To ensure the teaching quality of Communication and Electronic Circuits course design after expansile enrollment and flexible faculty, the specific requests are declared for teachers and students from six taches. The six taches are the plans and requests of the topic, the reasoning and designing of the projects, the simulating 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. And each tache puts forward the explicit requests to the teachers and students. It is a valid way to strengthen the recognition degree of the teachers and students for the course design, reduce the waste of electronic devices and improve the practical and innovative ability of students.

关 键 词：课程设计 通信电子电路 6环管理 创新实践 课题布置 

分 类 号：G642.0[文化科学—高等教育学]