基于知识图谱的电子技术课程教学改革研究
Research on the Teaching Reform of Electronic Technology Course Based on Knowledge Mapping

协同育人要求校企合作在应用型本科院校中培养应用型本科人才以适应社会经济需要，如何将其贯彻到课程教学改革中是协同育人的重要一环。本文以电子技术课程改革为例探讨这一问题。电子技术的课程内容分为成熟技术发展和未来技术趋势两部分。成熟技术发展是已经确定的、不可改变的，其协同育人的常见方式是参加企业的实践环节。未来技术趋势要以产业发展的实际趋势为核心构筑课程内容，常见的做法是利用各种资源开展前沿讲座。不管针对成熟技术的企业学校共同导师制，还是针对前沿技术的前沿讲座，都存在各自的缺点。成熟技术的实践环节由于时间和环境的限制，大多只能提供一个见习和应用的场所，其中只涉及很少一部分成熟技术的原理性验证，而大多数的书本知识需要在工作和学习中花费较长的时间领悟。而前沿讲座往往缺乏系统性，对学生的素质要求较高，使学生云里雾里，最终效果大打折扣。针对以上问题，本文提出一种教学改革的新方式：基于知识图谱在教学内容中重现技术产生的应景环境，将现有的课程知识和应景实践环境呈现出来，实现全过程应用型教学。
Collaborative education requires school-enterprise cooperation in applied undergraduate colleges and universities to cultivate applied undergraduate talents to meet the needs of the social economy, and how to implement it into the curriculum teaching reform is an important part of collaborative education. This paper discusses this issue by taking the reform of electronic technology course as an example. The course content of electronics technology is divided into two parts: mature technological development and future technological trend. Mature technology development is already determined and unchangeable, and its common way of collaborative education is to participate in the practical sessions of enterprises. Future technology trend should be constructed with the actual trend of industrial development as the core of the course content, and the common practice is to utilize various resources to carry out cutting-edge lectures. Whether it is enterprise-school co-mentorship for mature technologies or cutting-edge lectures for cutting-edge technologies, both have their own drawbacks. Due to time and environmental constraint, most of the practical sessions for mature technologies can only provide a place for apprenticeship and application, which involves only a small portion of the principle-based verification of mature technologies, while most of the book knowledge needs to be comprehended over a longer period of time in work and study. The cutting-edge lectures often lack systematicity and require students having high quality, which makes students cloudy and the final effect is greatly reduced. To address the above problems, this paper proposes a new way of collaborative education: based on knowledge mapping to reproduce the technology-generating contextual environment in the teaching content, present the existing curriculum knowledge and contextual practice environment, and realize the whole process of application-based teaching.