技术迭代驱动下《微机原理与汇编语言》实训教学创新与实践评估体系

Innovation and Practical Evaluation System for Practical Teaching of “Microcomputer Principles and Assembly Language” Driven by Technological Iteration

摘要: 《微机原理与汇编语言》是计算机类、电子信息类专业人才培养体系中承上启下的核心实训课程，其教学成效直接影响学生底层编程能力、硬件操控思维以及系统调试素养的形成。然而，在当前数字经济与智能制造深度融合的背景下，微处理器架构快速演进，ARM Cortex-M、RISC-V等主流平台广泛应用，USB 3.0/PCI-E等高速接口成为行业标配，传统以8086为核心的实训内容已严重滞后于技术发展。与此同时，教学模式仍停留在“教师演示 + 学生模仿”的被动学习阶段，评估方式单一依赖实训报告，缺乏有效的反馈优化机制，导致教学改革难以持续深化。针对上述问题，本研究构建了“三维创新 + 多元评估 + 闭环优化”的系统性改革框架：在内容层面，通过“传统核心巩固 + 前沿技术融入 + 工程案例驱动”实现知识更新；在方法层面，创新“项目牵引–虚拟仿真–实体实操”三位一体教学模式；在评估层面，建立涵盖过程性反馈、终结性考核与能力性评价的多维体系；在优化层面，依托真实教学数据构建“反馈–调整–验证”闭环机制。实践结果表明，改革后学生平均实训成绩提升8.5分，90分以上学生占比从8%增至18%，88%的学生认可教学成效，相关竞赛获奖数量增长200%，实现了教学质量与学生综合实践能力的协同提升。该模式为新工科背景下技术类核心实训课程的教学优化提供了可复制、可持续的实践路径。

Abstract: “Microcomputer Principles and Assembly Language” is a core practical training course in the training system of computer and electronic information professionals, and its teaching effectiveness directly affects the formation of students’ underlying programming ability, hardware control thinking and system debugging literacy. However, in the context of the current deep integration of the digital economy and intelligent manufacturing, microprocessor architecture has evolved rapidly, mainstream platforms such as ARM Cortex-M and RISC-V are widely used, and high-speed interfaces such as USB 3.0/PCI-E have become industry standards. At the same time, the teaching mode is still stuck in the passive learning stage of “teacher demonstration and student imitation”, and the evaluation method relies solely on the training report, and there is a lack of an effective feedback optimization mechanism, which makes it difficult to continue to deepen the teaching reform. In view of the above problems, this study constructs a systematic reform framework of “three-dimensional innovation, multiple evaluation, and closed-loop optimization”: at the content level, knowledge update is realized through “consolidation of traditional core, integration of cutting-edge technology, and engineering case-driven”; At the method level, the trinity teaching mode of “project traction-virtual simulation-physical practice” is innovated. At the evaluation level, a multi-dimensional system covering process feedback, final assessment and competency evaluation should be established. At the optimization level, a closed-loop mechanism of “feedback-adjustment-verification” is built based on real teaching data. The practical results show that after the reform, the average practical training score of students has increased by 8.5 points, the proportion of students with more than 90 points has increased from 8% to 18%, 88% of students have recognized the teaching effectiveness, and the number of awards in related competitions has increased by 200%, realizing the synergistic improvement of teaching quality and students’ comprehensive practical ability. This model provides a replicable and sustainable practice path for the teaching optimization of technical core training courses in the context of new engineering.