序列信号发生器自启动特性验证的软硬件设计
|
摘要
围绕电子信息技术专业人才的培养,以学生工程能力培养为目标,提出数字电子技术基础课程实验教学的改革思路。兼顾传统实验项目的同时,在课程设计的设置中向由FPGA芯片到系统设计延伸,培养学生的系统观念和软、硬件一体化设计能力。在序列信号发生器自启动特性验证实验设计中,设计了不能自启动、慢速自启动、中速自启动和快速自启动等4种方案,比较几种自启动方案的自启动时间,强调多实现方案中的优化方案选择,引导学生关注实际工程问题。设计的FPGA实验电路板,能够保存4个不同的配置文件,可不再依赖计算机完成4个设计文件的重配置,该实验电路板可作为口袋实验室,用于学生课下自主学习,提升学生的实践能力和创新意识,为以后面对复杂工程问题解决能力的培养起积极作用。
Aiming at cultivating students' engineering ability of electronic information technology specialty,reform idea of digital fundamental experimental teaching is proposed. In addition to taking into account the traditional experimental project,it is emphasized to do design from signal chip to the system in the curriculum,which can develop students 'system concept and software and hardware integrated design ability. In the experimental design of self-startup characteristic verification of the sequence signal generator,four schemes,i. e.,non-self-starting,slow self-starting,medium speed self-starting and fast self-starting,are designed to compare the self-starting time of different schemes. The optimization in the multi-implementation scheme is emphasized,which guides students to pay more attention to the actual engineering problems. The designed FPGA experimental circuit board can save four different configuration files,and the storage is no longer to rely on the computer,it can be used as pocket laboratory for students in autonomous learning,which can enhance students' practical ability and innovative consciousness to solve complex engineering problems after graduation.
Aiming at cultivating students' engineering ability of electronic information technology specialty,reform idea of digital fundamental experimental teaching is proposed. In addition to taking into account the traditional experimental project,it is emphasized to do design from signal chip to the system in the curriculum,which can develop students 'system concept and software and hardware integrated design ability. In the experimental design of self-startup characteristic verification of the sequence signal generator,four schemes,i. e.,non-self-starting,slow self-starting,medium speed self-starting and fast self-starting,are designed to compare the self-starting time of different schemes. The optimization in the multi-implementation scheme is emphasized,which guides students to pay more attention to the actual engineering problems. The designed FPGA experimental circuit board can save four different configuration files,and the storage is no longer to rely on the computer,it can be used as pocket laboratory for students in autonomous learning,which can enhance students' practical ability and innovative consciousness to solve complex engineering problems after graduation.
引文
[1]李宁.数字电子技术自主设计性实验教学实践及分析[J].实验室研究与探索,2015,34(6):161-163.
[2]赵翠芹,黄星寿.应用型人才培养视域下《数字电路》课程教学改革[J].软件导刊,2017,16(6):214-216.
[3]李建霞,闫朝阳.工程教育专业认证背景下数字电子技术实验改革[J].实验室研究与探索,2017,36(1):156-159.
[4]孟祥扬.基于FPGA的数电教学实验层次设计[J].信息系统工程,2014(4):154.
[5]王连胜,徐桂荣,王良成,等.数字电子技术基础实验教学改革探究[J].实验科学与技术,2014(5):82-83.
[6]蔡惟铮,欧阳舟,齐明,等.电子技术基础课程体系和教学内容的改革[J].电气电子教学学报,2014,36(6):37-40.
[7]张敏,彭志远,陈泽南,等.多功能74系列芯片模拟器在数电实验教学中的应用[J].实验技术与管理,2016,33(6):66-69.
[8]李蜀娴,汤书森,李辉.基于FPGA和QuartusⅡ的八人抢答器设计[J].高校实验室工作研究,2015(1):114-115.
[9]蔚瑞华,余有灵,张伟,等.基于模块化思想的FPGA综合实验项目设计[J].实验技术与管理,2016,33(5):44-47.
[10]高艳,富坤,罗淑贞,等.基于FPGA模型机的组合逻辑控制器[J].实验室研究与探索,2015,34(4):86-91.
[11]孙科学,郭宇锋,刘芫健,等.可编程器件在电工电子实验案例教学中的改革与探索[J].实验科学与技术,2017,15(1):87-91.
[12]陆勇.浅谈工程教育专业认证与地方本科高校工程教育改革[J].高等工程教育研究,2015(6):157-161.
[13]李志义.对我国工程教育专业认证十年的回顾与反思之一:我们应该坚持和强化什么[J].中国大学教学,2016(11):10-16.
[14]钱慧敏,李丛.工程教育专业认证视角下我国高等工程教育质量提升研究[J].实验室研究与探索,2015,34(5):166-168.
[15]曹剑辉.实验教学与大学生文化素质教育刍论[J].实验技术与管理,2010,27(2):116-118.
[16]耿伟霞,陈伟,杨健翔.序列信号发生器的设计方法及应用实例[J].电子技术,2013,40(2):26-28.
[2]赵翠芹,黄星寿.应用型人才培养视域下《数字电路》课程教学改革[J].软件导刊,2017,16(6):214-216.
[3]李建霞,闫朝阳.工程教育专业认证背景下数字电子技术实验改革[J].实验室研究与探索,2017,36(1):156-159.
[4]孟祥扬.基于FPGA的数电教学实验层次设计[J].信息系统工程,2014(4):154.
[5]王连胜,徐桂荣,王良成,等.数字电子技术基础实验教学改革探究[J].实验科学与技术,2014(5):82-83.
[6]蔡惟铮,欧阳舟,齐明,等.电子技术基础课程体系和教学内容的改革[J].电气电子教学学报,2014,36(6):37-40.
[7]张敏,彭志远,陈泽南,等.多功能74系列芯片模拟器在数电实验教学中的应用[J].实验技术与管理,2016,33(6):66-69.
[8]李蜀娴,汤书森,李辉.基于FPGA和QuartusⅡ的八人抢答器设计[J].高校实验室工作研究,2015(1):114-115.
[9]蔚瑞华,余有灵,张伟,等.基于模块化思想的FPGA综合实验项目设计[J].实验技术与管理,2016,33(5):44-47.
[10]高艳,富坤,罗淑贞,等.基于FPGA模型机的组合逻辑控制器[J].实验室研究与探索,2015,34(4):86-91.
[11]孙科学,郭宇锋,刘芫健,等.可编程器件在电工电子实验案例教学中的改革与探索[J].实验科学与技术,2017,15(1):87-91.
[12]陆勇.浅谈工程教育专业认证与地方本科高校工程教育改革[J].高等工程教育研究,2015(6):157-161.
[13]李志义.对我国工程教育专业认证十年的回顾与反思之一:我们应该坚持和强化什么[J].中国大学教学,2016(11):10-16.
[14]钱慧敏,李丛.工程教育专业认证视角下我国高等工程教育质量提升研究[J].实验室研究与探索,2015,34(5):166-168.
[15]曹剑辉.实验教学与大学生文化素质教育刍论[J].实验技术与管理,2010,27(2):116-118.
[16]耿伟霞,陈伟,杨健翔.序列信号发生器的设计方法及应用实例[J].电子技术,2013,40(2):26-28.