Research on Teaching Reform of Signals and Systems for Postgraduates in Energy and Power Engineering
DOI:
https://doi.org/10.54097/g6t8ym67Keywords:
Energy and Power Engineering, Signals and Systems, Teaching Reform, Engineering Practice, Curriculum Ideological and Political EducationAbstract
Signals and Systems serves as a core professional foundation course for postgraduates in energy and power engineering, bridging mathematical theory with engineering applications such as intelligent monitoring, fault diagnosis, and dynamic control of energy and power systems. It is a pivotal course for cultivating digital and intelligent competencies among energy and power professionals. Addressing prevalent issues in current teaching—including the disjunction between theoretical instruction and industry practice, rigid teaching models, theory-biased assessment, and insufficient professional adaptability—this study proposes targeted reform pathways across five dimensions: teaching objective reconstruction, teaching content optimization, teaching model innovation, assessment system reform, and curriculum ideological and political integration. Drawing on teaching practice outcomes and supported by educational research literature, this paper aims to construct a specialized Signals and Systems teaching system tailored to energy and power engineering, enhance students’ signal analysis and engineering practice capabilities, and facilitate the cultivation of high-quality innovative talents in the energy and power sector.
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