Research on Flipped Classroom Teaching of Communication Principle Experiment on Micro Course and MATLAB Article Swipe
Xu Yi
,
Chun‐e Huang
·
YOU?
·
· 2020
· Open Access
·
· DOI: https://doi.org/10.11648/j.sjedu.20200802.13
YOU?
·
· 2020
· Open Access
·
· DOI: https://doi.org/10.11648/j.sjedu.20200802.13
The concept of communication principle course is abstract, complex and systematic. In addition, most students are weak in mathematical foundation, which results in the unsatisfactory effect of experimental teaching. In this paper, MATLAB is introduced into the experiment teaching of communication principle. Students use MATLAB to simulate the theory of communication principle, which to a certain extent increases students' understanding and digestion of communication principle knowledge, and greatly improves students' enthusiasm. At present, students majoring in Computer Science in Wuhan University of science and technology only use MATLAB simulation platform to complete the traditional experiment teaching, which leads to the failure to achieve the purpose of experiment teaching. The rapid development of micro course promotes the innovation of education reform. Flipped classroom reverses the teaching sequence of knowledge transfer and knowledge internalization, which is an innovation of traditional teaching mode. This paper aims at the lack of communication principle experiment box and other hardware experiment environment for computer major students of Wuhan University of science and technology in elective course of communication principle, and they only use MATLAB simulation platform to complete traditional experiment teaching. In the process of teaching reform of communication principle experiment course, this paper makes full use of micro course and MATLAB simulation software, and puts forward the flipped classroom teaching mode of micro course combined with MATLAB communication principle experiment. The teacher combines the theory and experimental content of the experimental course with "PPT + Voice explanation + MATLAB simulation results", and shares them to the students in the form of micro class video before class. From the final effect analysis, this teaching mode effectively enhances students' autonomous ability, cultivates students' interest, and improves students' experimental results.
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Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.11648/j.sjedu.20200802.13
- http://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20200802.13.pdf
- OA Status
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https://openalex.org/W3033958327Canonical identifier for this work in OpenAlex
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https://doi.org/10.11648/j.sjedu.20200802.13Digital Object Identifier
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Research on Flipped Classroom Teaching of Communication Principle Experiment on Micro Course and MATLABWork title
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articleOpenAlex work type
- Language
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enPrimary language
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2020Year of publication
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2020-01-01Full publication date if available
- Authors
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Xu Yi, Chun‐e HuangList of authors in order
- Landing page
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https://doi.org/10.11648/j.sjedu.20200802.13Publisher landing page
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https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20200802.13.pdfDirect link to full text PDF
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YesWhether a free full text is available
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diamondOpen access status per OpenAlex
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https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20200802.13.pdfDirect OA link when available
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MATLAB, Computer science, Enthusiasm, Flipped classroom, Mathematics education, Class (philosophy), Teaching method, Simulation, Psychology, Artificial intelligence, Social psychology, Operating systemTop concepts (fields/topics) attached by OpenAlex
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0Total citation count in OpenAlex
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1Number of works referenced by this work
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10Other works algorithmically related by OpenAlex
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| abstract_inverted_index.students' | 58, 69, 271, 275, 279 |
| abstract_inverted_index.teaching, | 95 |
| abstract_inverted_index.teaching. | 28, 107, 184 |
| abstract_inverted_index.University | 80, 162 |
| abstract_inverted_index.autonomous | 272 |
| abstract_inverted_index.cultivates | 274 |
| abstract_inverted_index.experiment | 37, 94, 106, 149, 154, 183, 194 |
| abstract_inverted_index.innovation | 116, 135 |
| abstract_inverted_index.introduced | 34 |
| abstract_inverted_index.knowledge, | 65 |
| abstract_inverted_index.principle, | 51, 172 |
| abstract_inverted_index.principle. | 41 |
| abstract_inverted_index.simulation | 88, 178, 206, 244 |
| abstract_inverted_index.technology | 84, 166 |
| abstract_inverted_index.development | 110 |
| abstract_inverted_index.effectively | 269 |
| abstract_inverted_index.enthusiasm. | 70 |
| abstract_inverted_index.environment | 155 |
| abstract_inverted_index.experiment. | 224 |
| abstract_inverted_index.explanation | 241 |
| abstract_inverted_index.foundation, | 19 |
| abstract_inverted_index.systematic. | 10 |
| abstract_inverted_index.traditional | 93, 137, 182 |
| abstract_inverted_index.experimental | 27, 231, 235, 280 |
| abstract_inverted_index.mathematical | 18 |
| abstract_inverted_index.communication | 3, 40, 50, 63, 147, 171, 192, 222 |
| abstract_inverted_index.understanding | 59 |
| abstract_inverted_index.unsatisfactory | 24 |
| abstract_inverted_index.internalization, | 131 |
| cited_by_percentile_year | |
| countries_distinct_count | 1 |
| institutions_distinct_count | 2 |
| sustainable_development_goals[0].id | https://metadata.un.org/sdg/4 |
| sustainable_development_goals[0].score | 0.41999998688697815 |
| sustainable_development_goals[0].display_name | Quality Education |
| citation_normalized_percentile.value | 0.09550111 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | False |