Reform of Three Comprehensive Education in Optoelectronics Curriculum Group under the Background of Engineering Education Professional Certification

DOI: https://doi.org/10.62517/jnse.202417305

Author(s)

Shijin Yu

Affiliation(s)

Jingdezhen Ceramic University, Jingdezhen, Jiangxi, China

Abstract

The certification of engineering education majors require graduates to be able to adapt, support, and lead the development of new economy, new technology, new industry, new ecology, and new models, and cultivate the ability of engineering graduates to solve complex engineering problems. The optoelectronic course group needs to be based on industry and industry development, focusing on the knowledge needs of enterprises for engineering talents, transforming "subject driven" training into "demand driven" training, and following the principles of "student-centered, result oriented, and continuous improvement" for course reform and practice. Feasible solutions are proposed for the pain points and internal development issues that need to be paid attention to in the current construction of three comprehensive courses in the optoelectronic course group. Effective ways to combine three comprehensive education with the content of this course are explored, and three comprehensive content that is combined with this course is proposed. Examples of how to implement three comprehensive education in this course are given with optoelectronic products that students often meet. After implementing three comprehensive education in the curriculum, the teaching effectiveness has been significantly improved, and students' interest in learning the optoelectronic course group has significantly increased, resulting in a significant improvement in academic performance.

Keywords

Engineering Education Certification; Curriculum Education; Curriculum Group; Optoelectronics, Teaching Philosophy; Connotative Education

References

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