2023/1/5 15:34:04 阅读：264 发布者：
原标题：
Teaching Design of “Digital Logic Design” Course Based on Blended Teaching Mode
1 Introduction
Curriculum is the main carrier of talent training in colleges and universities, and has a crucial impact on the quality of talent training[1]. The “Digital Logic Design” course is an important professional basic course for undergraduates majoring in computer science, and an important prerequisite course for computer composition principles, computer systems and other courses. Its purpose is to enable students to master the working principles, analysis methods and design methods of combinational circuits and sequential circuits, and to cultivate students’ systematic ability and engineering practice ability for complex digital systems[2-3]. This course is offered in the fall of the second year of our school (some colleges also offer it in the spring of the first year), with 32 hours of classroom hours and 16 hours of experimental hours. As a basic hardware course for lower-level undergraduates, how to let students master the core knowledge of the course in a short period of time and improve students’ logical analysis and logical design ability is a challenge for both teachers and students. Classroom teaching is the key to knowledge transfer, and how to design and organize teaching is an important consideration for the quality of the course. Under the background of new engineering construction, domestic colleges and universities have carried out beneficial exploration and practice in the teaching reform of “Digital Logic” course, and achieved a series of research results. For example, the teaching mode of multi-classroom collaboration based on pyramid theory and synergy theory is proved in paper[4]. Adopt a case-based teaching method based on real engineering project design to cultivate students’ engineering ability[5-6]. Improve theoretical teaching based on MOOC and rain classroom; expand experimental teaching with virtual simulation experiments[7], etc.
2 Teaching Objective Design
The teaching of the “Digital Logic Design” course is designed to prepare students for subsequent courses and careers in electronic design and hardware development. Therefore, this paper designs the teaching objectives of the course from 3 aspects: knowledge mastery, ability achievement and quality training.
(1) Knowledge goal: To enable students to master the basic concepts and basic knowledge of digital logic circuit analysis and design, to be able to use logic algebra principles and logic gates to construct typical logic components, to be able to use modern integrated development tools to analyze and design logic components.
(2) Ability goal: Master the analysis methods and design methods of logic circuits, be able to analyze and design complex logic circuits by using the basic principles of digital logic for specific application problems, and be able to use scientific thinking methods and modern tools to analyze, test and design to achieve a digital logic system.
(3) Quality goal: To train students to establish engineering awareness and system view of digital circuit system design and development, and to improve students’ innovative awareness and teamwork spirit.
Based on the knowledge goal, taking the ability goal as the main line, and relying on the quality goal, the 3 are organically integrated and fully reflected in the process and method of scientific inquiry.
3 Teaching Content Design
3.1 Architecture of teaching content
The teaching content is based on logical algebra, and centers on the 2 main contexts of logical analysis and logical design. Each chapter is organized according to the basic content and the expanded content, focusing on the independence of content, taking into account the integration of knowledge and the orderliness of difficulty, which fully reflects the point-to-face, then to the system of teaching ideas. Each chapter is not only equipped with a number of typical cases closely integrated with practice, but also integrates emotional stories that reflect engineering quality and values into the classroom, making classroom teaching more exciting, as shown in Fig. 1.
3.2 Basic principles of teaching content design
The design of teaching content should follow the basic principles of ensuring high-level, coherent and innovative courses.
(1) Advanced: On the basis of traditional teaching content, combined with the latest development of Digital Logic Design, this course introduces cutting-edge technology and the latest methods, and substitutes it into the classroom in the form of in-depth exploration and group discussion to enhance the advanced nature of the course content. For example, discussions are held on topics such as “FPGA-based hardware acceleration algorithms”“TPU, GPU, ASIC and artificial intelligence”and “new generation artificial intelligence chips”, and students are exposed to the latest technologies through literature reading and group Q&A.
(2) Continuity: The teaching content should be seamlessly connected with the subsequent hardware courses such as “The Principles of Computer Composition”, and be compatible with but not repeated with other course content. First of all, teachers should explain the basic content required by subsequent courses clearly, such as decoders, data selectors, registers, etc. that are often used in the “Computer Composition Principles” course, which should be emphasized to facilitate the connection of courses. Secondly, for the repetitive content covered by other courses, the overall optimization should be carried out in consideration of the course positioning and the relationship between the courses, such as base conversion, which has been introduced in the “Introduction to Computer” course and can be omitted in this course. Memory is explained in detail in the course “The Principles of Computer Composition”. In this course, it is only necessary to briefly introduce the basic principles of memory.
(3) Innovation: By setting up open course assignments, students can combine the theoretical knowledge they have learned with specific practice, encourage students to develop eclectic design concepts, give full play to their subjective initiative, and realize the transition from theory to practice to innovation. For example, at the end of the course, an innovative homework (optional topic) based on the FPGA portable pocket board is arranged, and the students complete the design of a relatively complex digital system through teamwork of 2 people, and accept it by way of work demonstration and on-site defense.
4 Teaching Content Design
This course adopts the online and offline mixed teaching mode based on “MOOC + SPOC + flipped classroom + multi-level experiment”, which fully integrates cooperative learning, independent learning and inquiry learning, as shown in Fig. 2.
Teaching activities mainly include 2 parts: theory and practice. There are 2 types of classes, online and offline. The theoretical part mainly includes classroom teaching, online MOOC learning, online exercise training, online problem discussion and extracurricular reading. The practical part includes in-class experiments, collaborative projects and extra-curricular research experiments. Collaborative projects belong to the category of cooperative learning activities, classroom teaching and routine experiments in class belong to the category of traditional learning activities, extracurricular learning belongs to the category of autonomous learning activities, and inquiry-based experiments belong to the category of inquiry learning activities. The theoretical study that integrates independent learning, traditional learning and cooperative learning methods is conducive to cultivating students’ ability to acquire the latest knowledge through multiple channels, and to cultivate and exercise students’ ability to think independently. Practical activities that integrate traditional learning, cooperative learning and inquiry learning help to cultivate students’ hands-on practice ability, knowledge integration ability, communication and collaboration ability, and eclectic ability to explore the unknown world. Blended teaching emphasizes that students need to learn independently outside the classroom and explore more knowledge and skills that are not covered by classroom teaching, and complete the synthesis and penetration of knowledge through cooperation and seminars. The specific forms of course teaching activities include online “MOOC self-study” “offline quiz”, offline “small class teaching”, offline “group discussion” “discussion project report production” and so on.
The key problems, difficult problems, extended problems and the essence of the course should be solved in offline class. Some simple concepts, basic knowledge, experimental demonstrations and guidance assistance are completed through online sessions in the way of students’ self-learning. The test of learning effect is measured by means of online unit test and offline classroom test.
5 Teaching Method Design
The overall teaching method follows the blended teaching that integrates multiple learning methods under the overall plan, which is presented as follows.
5.1 Self-directed inquiry learning
For the key and difficult content in offline teaching, such as the principle and actual architecture of typical FPGA devices, and FPGA-based logic design methods, we will adopt “teacher asks students to answer” and “teacher teaches students to learn” (offline class + MOOCs) and “Teaching while practicing” (in-class quizzes) and other strategies and methods.
5.2 Seminar inquiry learning
Aiming at the current research hotspots, such as the application of FPGA technology in image processing, vehicle-road collaboration, hardware acceleration and artificial intelligence, etc., through group discussions, “student teaches students to learn” “students ask students to answer”, etc. way of learning.
5.3 Cooperative inquiry learning
The key technology of digital system design based on FPGA adopts the method of “students learn and students do, teachers and students ask together” after class to cultivate team spirit and innovation consciousness.
6 Teaching Evaluation Design
6.1 student performance appraisal
The student’s grades are assessed cumulatively, consisting of 50% of the final exam paper, 15% of the experiment, 10% of the homework, 10% of the SPOC homework, and 5% of the usual quizzes and thematic discussions. Pay attention to the process evaluation, the final exam questions focus on the assessment of ability and the active use of knowledge, and avoid rote memorization of concept questions.
6.2 Teacher teaching evaluation
The evaluation of teachers’ teaching situation is based on the combination of student evaluation and peer evaluation, and makes a combination of qualitative and quantitative evaluation of the development of teachers’ teaching concepts, professional knowledge, and professional ability. Through evaluation and feedback, teachers are encouraged to actively summarize and reflect on teaching.
6.3 Overall evaluation of the course
According to the index points of graduation requirements, the overall evaluation of the course mainly includes: evaluation of the achievement of course objectives, evaluation of teachers’ teaching level and teaching ability, evaluation of teaching materials, evaluation of test questions and grade distribution, and evaluation of students’ ability achievement. assessment of the situation and how to make continuous improvements to the curriculum.
7 Conclusion
“Digital Logic Design” is an important basic hardware course. The mastery of the core knowledge of this course will directly affect the study of subsequent hardware courses. This paper adopts the online and offline mixed teaching mode and carries out teaching design around the core knowledge of the course and professional frontier. After 4 rounds of teaching implementation, it has been well received by students, and the teaching effect has been significantly improved. Of course, it is difficult for any teaching design to have universality. We still need to combine the specific reality in future teaching practice, and constantly improve and perfect it, so that the teaching of “Digital Logic Design” can play an important role in the cultivation of innovative talents in computer science.
References
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• Yanhang Zhang, Wei Wang, Qiong Li, and Yingtao Zhang are with the Faculty of Computing, Harbin Institute of Technology, Harbin, 150001, China. E-mail: zhangyanhang@hit.edu.cn; Huilar@263.net; qiongli@hit.edu.cn; yingtao@hit.edu.cn.
Yanhang Zhang received her B.E. degree in Automation from Jilin Institute of Chemical Technology in 1993, her M.E. degree in Electronics from Jilin University of Technology in 1999, and her Ph.D. degree in Computer Science from Harbin Institute of Technology in 2012. She is currently working in the School of Software, Department of Computing, Harbin Institute of Technology. Her research interests include intelligent software engineering, computer application technology, etc. She has participated in the completion of projects including the National Natural Science Foundation of China and National Defense Basic Research, and has published more than 10 scientific papers.
Wei Wang received his Bachelor of Engineering degree in Computer Science from Zhejiang University in 1987, and worked at Harbin University of Architecture. He is currently working at Harbin Institute of Technology.
引文格式：Yanhang Zhang, Wei Wang, Qiong Li, etal. Teaching Design of “Digital Logic Design” Course Based on Blended Teaching Mode[J].计算机教育,2022(12):2-8.
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