国产MWORKS融入信号分析与系统仿真课程的教学改革与实践

Teaching Reform and Practice in Integrating the Domestically Developed MWORKS Platform into the Course Signal Analysis and System Simulation

摘要: 国产工业软件进入信号分析与系统仿真课程，不能停留在软件名称和代码形式的替换，还需要处理语言规则、函数接口、专业任务与评价证据之间的关系。本文以课程由MATLAB转向MWORKS.Syslab的教学实践为对象，在成果导向教育和主动学习理论基础上，引入技术、教学法与学科内容协同的分析视角。比较两种软件在程序组织、数组运算、信号处理函数参数与返回值、调试方式以及文档支持方面的教学差异，并结合periodogram等函数归纳迁移中的典型错误；结合主动学习理论，在讲授过程中安排即时计算、结果比较与交流讨论，形成边讲边练的课堂组织方式。从软件环境与案例适配、随堂实践设计及考核评价三个方面阐述改革安排，并以频谱分析单元说明理论判断与数值验证相结合的教学过程。课程实施资料表明，教学改进仍需着重解决图表比较条件不一致、方法论证不足及个人操作能力评价不充分等问题。据此，本文提出完善Syslab案例运行说明、加强参数变更任务与个人解释环节的改进措施，为国产软件在同类课程中的教学应用提供参考。

Abstract: The integration of domestically developed industrial software into the course Signal Analysis and System Simulation should extend beyond merely replacing software platforms and rewriting code. It also requires careful coordination among programming-language conventions, function interfaces, disciplinary tasks, and assessment evidence. This study examines the transition of the course platform from MATLAB to MWORKS.Syslab. Drawing on outcome-based education and active learning theory, it adopts an analytical perspective that integrates technology, pedagogy, and disciplinary content. The teaching-related differences between the two platforms are compared in terms of program organization, array operations, the parameters and return values of signal-processing functions, debugging approaches, and documentation support. Typical errors encountered during software migration are also identified using functions such as periodogram. To promote active learning, real-time computation, result comparison, and classroom discussion are incorporated into lectures, forming an interactive approach that combines instruction with immediate hands-on practice. The reform is described from three aspects: software environment and case adaptation, in-class practice design, and assessment and evaluation. The spectral analysis unit is used to illustrate a teaching process that combines theoretical judgment with numerical verification. Evidence from course implementation indicates that further improvement is needed to address inconsistencies in the conditions used for graphical comparisons, insufficient justification of analytical methods, and inadequate assessment of students’ individual software-operating competence. Accordingly, this study proposes refining the execution instructions for Syslab cases, incorporating more parameter-variation tasks, and strengthening individual explanation and assessment activities. The findings provide a reference for integrating domestically developed software into comparable engineering courses.