The Theory and Practice of EDA Curriculum: a Preliminary Exploration of the Blending Teaching Model

DOI

10.2991/icsehr-17.2017.2How to use a DOI?

Keywords

Traditional classroom; Mixed teaching; EDA; Teaching mode

Abstract

In the information age, the rapid development of new economy urgently needs the support of new engineering talents. The traditional classroom is boring. However, the theory and practice are often separate in two different places. And it makes college students lack of motivation and sense of achievement. For the above problem, author tried a kind of teaching mode that integration of classroom and laboratory, and theory teaching and practical aspects are synchronous with "EDA technology" which is undergraduate course of electrical engineering and automation. While break through the space constraints, author add many practical training methods in teaching such as inspiration, questioning, suspect, development, discussion. Students will not be boring with theory and equipment any more. And make them learn the course energetically, as well as give top priority to expand and achieve their own ideas. The teaching practice shows that this model effectively transforms students' passive learning into active learning, and effectively transforms the traditional classroom into all-round blending teaching with various flexible teaching methods. The teaching effect is well.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Li Ce
AU  - Zhang Xiu
AU  - Li Yu
AU  - Ma Shiwei
PY  - 2017/12
DA  - 2017/12
TI  - The Theory and Practice of EDA Curriculum: a Preliminary Exploration of the Blending Teaching Model
BT  - Proceedings of the 2017 International Conference on Social science, Education and Humanities Research (ICSEHR 2017)
PB  - Atlantis Press
SP  - 5
EP  - 8
SN  - 2352-5398
UR  - https://doi.org/10.2991/icsehr-17.2017.2
DO  - 10.2991/icsehr-17.2017.2
ID  - Ce2017/12
ER  -