Teaching Reform and Practice of Digital Circuit Course Based on Hybrid Teaching Model
Abstract
In response to the persistent disconnection between theory and practice in traditional digital circuit courses, coupled with insufficient development of students' engineering competencies, a teaching reform has been implemented. The reform entails the reconstruction of the instructional design, practical sessions, and assessment system of the digital circuit course, achieved through the integration of theory and practice and the implementation of a hybrid online-offline teaching model. The teaching outcomes after the reform have shown remarkable progress, with an increase of 6.97% in the average score of students, and a 45% surge in competition awards at provincial and national levels. Furthermore, the new teaching mode has markedly enhanced students' logical thinking ability, engineering practice ability and innovation consciousness.
References
[2] Ma, X., & Ran, X. (2022). Exploration of new engineering digital logic course reform based on Logisim. Computer Knowledge and Technology, 18(16), 155-157. https://doi.org/10.14004/j.cnki.ckt.2022.1083
[3] Yang, L., Si, G., Wang, C., et al. (2025). Experimental teaching design and application of computer composition principle based on cognitive load theory. Laboratory Research and Exploration, 1-5. Retrieved January 24, 2025, from http://kns.cnki.net/kcms/detail/31.1707.t.20250117.1624.032.html
[4] Li, X., Zhou, W., Min, L., et al. (2024). Exploration and practice of hierarchical teaching model based on flipped classroom. Journal of Electrical and Electronic Teaching, 46(05), 10-14.
[5] Crawley, E. F., Malmqvist, J., Lucas, W. A., et al. (2022). The CDIO syllabus v2.0: An updated statement of goals for engineering education. Retrieved December 1, 2022, from http://www.cdio.org/files/project/file/cdio_syllabus_v2.pdf
[6] Li, Y. (2023). Design and application of "Digital Electronic Technology Foundation" MOOC. Journal of Electrical and Electronic Teaching, 45(1), 128-132.
[7] Cong, L. (1999). Arouse learning motivation and cultivate learning interest. Journal of Shenyang Institute of Education, (S1), 49-50.
[8] Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667-686. https://doi.org/10.1037/0022-0663.95.4.667
[9] Zhang, F., Yan, X., & Li, W. (2021). Research on the teaching reform of "Digital Circuit" course integrating CDIO mode and flipped classroom under the background of new engineering. Chinese Education Informatization, (18), 69-72.
[10] Lu, P., Zhang, L., Shao, W., et al. (2023). Digital logic experimental teaching reform for training engineering practical ability. Computer Education, (10), 87-91. https://doi.org/10.16512/j.cnki.jsjjy.2023.10.042
[11] Liu, L. (2022). Discussion on the teaching reform of "Digital Circuit and Logic Design" course. Industrial and Information Education, (2), 4.
[12] Lin, M., Zheng, P., & You, B. (2024). Exploration and practice of engineering education certification for electronic information majors. Beijing: Chemical Industry Press.
[13] Wen, J., & Zhang, Q. (2022). Ideological and political exploration of "Digital Circuit and Logic Design" course. Science and Education Guide, (02), 97-99. https://doi.org/10.16400/j.cnki.kjdk.2022.02.031
[14] Chen, J., Xiong, L., Zhou, J., et al. (2023). Mixed teaching reform and practice of "Digital Electronic Technology" course based on pocket lab. Industrial and Information Education, (02), 45-49.
[15] Wang, W., & Pan, X. (2024). Exploration and practice of digital circuit experiment teaching reform. Computer Education, (06), 162-166. https://doi.org/10.16512/j.cnki.jsjjy.2024.06.030
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright for this article is retained by the author(s), with first publication rights granted to the journal.
This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).
1.png)
