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Exploration and Practice of Project-based Classroom Teaching Reform with the Support of Knowledge Graph: A Case Study of the “Logic Algebra and Digital Circuits” Course

Author(s)

Chang Liu1, Xiaoling Li1,*, Jimin Yuan2, Yueyue Li1, Li Duan1

Affiliation(s)

1School of Computer Science, Chengdu University, Chengdu, Sichuan, China 2Chengdu Vocational & Technical College of Industry, Chengdu, Sichuan, China *Corresponding Author.

Abstract

In response to the prominent issues in teaching the Logic Algebra and Digital Circuits course for undergraduate computer science students, such as insufficient student motivation, inadequate support for instructional design and organization, and ineffective project-based teaching, this study explores and implements innovative reforms in project-based classroom teaching supported by a knowledge graph. The reform is carried out by adopting the Outcome-Based Education (OBE) concept to design the course objectives, integrating and optimizing course resources, constructing a comprehensive and rich knowledge graph centered around key concepts, and developing a problem system that covers these key concepts. It establishes an individualized learning path to provide tailored and personalized services for students, creates a holistic learning environment that promotes intrinsic motivation with external support, and implements a 6-3-3 teaching organization strategy based on BOPPPS (Bridge-In, Outcomes, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary). This approach stimulates a student-centered, eco-friendly teaching model through various methods. Through four rounds of teaching reform practice in the Logic Algebra and Digital Circuits course, significant improvements have been observed in student learning enthusiasm and engineering application abilities, and the outcomes have received broad recognition.

Keywords

Knowledge Graph; Project-based Teaching; BOPPPS; Engineering Application

References

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