新工科背景下机器人典型控制对象牵引的《控制工程基础》课程教学改革与实践

Teaching Reform and Practice of Fundamentals of Control Engineering Driven by Typical Robot Control Objects against the Background of Emerging Engineering Education

摘要: 《控制工程基础》是机器人工程专业连接数学基础、控制理论和机器人专业课程的重要桥梁课程，对学生系统建模、控制分析和工程实践能力培养具有基础性支撑作用。新工科建设强调工程教育应主动适应新产业、新技术和新经济发展需求，成果导向教育(Outcome-Based Education, OBE)理念要求以学习成果为导向反向设计课程目标、教学活动与评价方式，相关研究进一步阐释了成果导向教育的实施逻辑。针对传统教学中理论内容抽象、机器人专业特色融入不足、实践层次偏浅、评价方式偏重知识考核等问题，本文在已有控制类课程教学改革研究基础上，提出以机器人典型控制对象牵引的《控制工程基础》课程改革模式，形成“对象贯穿、任务驱动、实践递进、评价闭环”的教学改革框架。该模式将机器人关节伺服系统、移动机器人速度控制系统和航向控制系统等典型对象融入系统建模、时域分析、稳定性分析、频域分析和控制器设计等模块，围绕建模、分析、设计及验证组织递进式实践任务，并通过多元评价促进课程目标达成。教学实践表明，该改革有助于提升学生系统建模、控制分析、控制器设计和工程验证能力，为机器人工程专业控制类基础课程改革提供了可借鉴路径。

Abstract: Fundamentals of Control Engineering serves as a pivotal bridge connecting mathematical foundations, control theory, and specialized robotics courses within the Robotics Engineering curriculum. It provides essential support for developing students’ competencies in system modeling, control analysis, and engineering practice. China’s New Engineering Education initiative calls for engineer-ing education to respond proactively to the evolving demands of emerging industries, technologies, and economic paradigms. Meanwhile, Outcome-Based Education (OBE) advocates the backward de-sign of course objectives, teaching and learning activities, and assessment methods based on in-tended learning outcomes, with subsequent studies further clarifying its underlying implementation logic. To address persistent limitations in conventional instruction—including the abstract presentation of theoretical concepts, insufficient integration of robotics-specific applications, limited depth of practical activities, and an overemphasis on knowledge-based assessment—this study proposes a reform model for Fundamentals of Control Engineering organized around representative robotic control systems. Building on existing research into the reform of control-related courses, the proposed model establishes a framework characterized by “system-centered continuity, task-driven learning, progressively structured practice, and closed-loop assessment.” Representative systems, including robotic joint servo systems, mobile-robot velocity control systems, and heading control systems, are incorporated throughout the modules on system modeling, time-domain analysis, stability analysis, frequency-domain analysis, and controller design. Progressive practical tasks are structured around modeling, analysis, design, and validation, while multidimensional assessment is employed to facilitate the attainment of course learning outcomes. Evidence from classroom implementation indicates that the proposed reform enhances students’ abilities in system modeling, control analysis, controller design, and engineering validation, thereby providing a transferable approach to reforming foundational control courses in Robotics Engineering programs.