项目驱动式一体化教学法在《EDA技术》课程群中的实践与探索

Practice and Exploration of Project-Driven Integrated Teaching Methodology in EDA Technology Course Cluster

摘要: 传统《EDA技术》及相关课程的教学模式普遍存在理论与实践脱节、知识点孤立、学生学习兴趣不高等问题，难以有效培养学生的工程系统思维和创新实践能力。为破解这一难题，本研究以一所地方应用型高校——巢湖学院为独特案例，系统性地设计、实践并评估了一种“项目驱动式一体化教学法”。该方法以行业真实项目为驱动核心，以能力培养为导向，对《EDA技术》《数字电子技术》等多门课程构成的课程群进行内容重构与流程再造，形成了“任务导向、知识融合、流程一体、能力递进”的教学新范式。文章以巢湖学院电子科学与技术专业近三年的教学改革为案例，详细阐述了该教学法在项目体系设计、一体化教学流程实施、软硬件环境构建等方面的具体策略。通过引入准实验设计、问卷调查、深度访谈和成果追踪等研究方法，并结合图表与数据，对该教学法的实施效果进行了多维度量化评价。研究结果表明，项目驱动式一体化教学法在激发学生学习动机、提升其解决复杂工程问题的能力、促进高阶创新成果产出等方面均表现出显著优势，为地方应用型高校新工科课程改革提供了一条紧密结合自身办学定位和学生特点的、可资借鉴的实践路径。

Abstract: The traditional teaching mode of “EDA Technology” and related courses generally has problems such as the disconnection between theory and practice, isolated knowledge points, and low student learning interest, making it difficult to effectively cultivate students’ engineering system thinking and innovative practical ability. To solve this problem, this study reports on a case of systematically designing, implementing, and evaluating a “project-driven integrated teaching method” at Chaohu University, a local applied university. This method takes real industry projects as the core driving force and focuses on ability cultivation to restructure and reengineer the content of a course cluster composed of multiple courses such as “EDA Technology” and “Digital Electronic Technology”, forming a new teaching paradigm characterized by “task-oriented, knowledge integration, process integration, and ability progression”. Taking the teaching reform of the Electronic Science and Technology major at Chaohu University over the past three years as a case, this article elaborates in detail on the specific strategies of this teaching method in aspects such as project system design, implementation of integrated teaching processes, and construction of software and hardware environments. By introducing quasi-experimental design, questionnaire surveys, in-depth interviews and outcome tracking, and combining with charts and data, a multi-dimensional quantitative evaluation was conducted on the implementation effect of this teaching method. The research results show that the project-driven integrated teaching method demonstrates significant advantages in stimulating students’ learning motivation, enhancing their ability to solve complex engineering problems, and promoting the output of high-level innovative achievements. It provides a practical path that closely combines the school’s own educational positioning and students’ characteristics for the new engineering course reform in local application-oriented universities, which is worth learning from.