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For the problems in the practice teaching, the reform of electronic practice teaching based on outcomes-based education (OBE) concept is implemented to meet the requirements of engineering education program accreditation. Based on the student-centered, the engineering project is taken as a carrier to cultivate the knowledge, ability and quality of the students. A progressive three-level system which consists of basic experiment, design experiment and research experiment is designed. The basic experiment teaching emphasizes to cultivate knowledge. The design experiment teaching is to emphasize the cultivation of practical ability and innovative spirit. In research experiment teaching, cultivation of comprehensive quality is emphasized. A quality evaluation system is designed to guarantee the quality and continuous improvement of the practice teaching. The practice in recent years shows that the comprehensive quality of the students is significantly improved. [ABSTRACT FROM AUTHOR]

Engineering education aims to help students become active designers, understand design requirements better, and be capable to execute real design projects. Based on CDIO engineering education model, comprehensive practice courses in the authors' university were redesigned and developed to provide students a complete " conceiving, designing, implementing, operating" learning experience. Under the consideration of the pedagogic characteristics, existing problems and cultivation demands, we constructed interdisciplinary teaching mode and CDIO project-based organizational structure; systematically designed teaching activities ( e. g., course curriculum, teaching methods, assessment metrics, etc. ) and continuously improved. A novel teaching method with "inter-specialty, project-based" has been established. After six years of practice, it shows that the students' ability of innovation and practice was widely improved. Student self-report data indicate high satisfaction with their learning experiences. It is also expected that this study may offer a reference to other engineering education reform. [ABSTRACT FROM AUTHOR]

The demand for new engineering talents training has challenged the traditional experimental teaching mode. How to speed up the innovation of engineering education has become an important part of the laboratory reform in universities. This paper, aiming at the existing problems of the traditional experimental teaching and laboratory management, analyzes the necessity of establishing the open engineering laboratory under the new situation, defines the basic principles of open laboratory management and guidance. From the establishment of information management system, introducing students to participate in practical activities, and improving the laboratory management policy three aspects, this paper describes the specific implementation measures and suggestions for construction of open laboratories. This mode not only fully mobilizes students’ initiative in practice and innovation, but also reduces the intensity of laboratory management, and explores a new way for training high-quality engineering talents. [ABSTRACT FROM AUTHOR]

As an important part of practical teaching in universities, the experimental teaching demonstration center directly affects the quality of undergraduate training. Taking the Information Engineering Beijing Experimental Teaching Demonstration Center as an example, the reform and practice in experimental teaching were introduced. Firstly, a CDIO-OODA engineering education concept based on active projects was presented under the student-centered framework. Secondly, a multi-level, three-dimensional, progressive and continuous composite innovation talent teaching system was constructed by combining with the training orientation of automation discipline. And the curriculum contents were designed based on the engineering projects. Then, a new teaching method was formed under the framework of CDIO implementation, which applied a variety of advanced teaching methods to the different stages of CDIO. Finally, the effectiveness of the reform and practice was demonstrated through the results of teachers, student achievements and demonstration results. It will be providing ideas for the construction and continuous improvement of experimental teaching demonstration centers in the new era. [ABSTRACT FROM AUTHOR]

Aiming at the problems in the teaching of electronic technology curriculum design, the reform based on outcomes-based education concept is implemented to meet the requirements of engineering education accreditation. Firstly, teaching objectives of electronic technology curriculum design are made according to automation graduation requirements. Secondly, CDIO-based project teaching mode is carried out in the teaching reform. A whole project is divided into four processes to complete. The four processes are project analysis and scheme comparison, scheme design, scheme implementation, summary and show of the designed project. Ability training and quality education are included in the teaching activities. The evaluation of the curriculum is the achievement of teaching objectives, which is learning outcomes oriented. The practice in recent years shows that the comprehensive engineering training and quality of the students are greatly improved. That contributes to improve the comprehensive quality of the students. [ABSTRACT FROM AUTHOR]