Reform of the Practical Teaching System for the Measurement and Control Technology and Instrumentation Program Oriented toward Engineering Practice Competence

Abstract

To address the problems in the practical teaching of the Measurement and Control Technology and Instrumentation program, including insufficient articulation among courses, inadequate transition from verification experiments to comprehensive design, limited integration of engineering contexts, insufficient depth of students' autonomous practice, and an overemphasis on outcome-based assessment, this study, guided by outcome-based education and engineering education accreditation requirements, takes the development of engineering practice competence as the main thread and constructs a four-level progressive and project-integrated practical teaching system consisting of “Basic Training-Professional Integration-Engineering Application-Innovation Enhancement”. Students’ practical competence is divided into four progressive levels: basic practical competence, professional comprehensive competence, engineering system competence, and innovative practice competence. Project-driven tasks are used to connect course experiments, course design projects, comprehensive professional practice, enterprise internships, and graduation projects, while a multidimensional assessment and continuous improvement mechanism combining process evidence with outcome assessment is established. The proposed system emphasizes the coordinated progression of task complexity and student autonomy and provides an operable teaching framework for promoting the transformation of practical teaching from isolated skill training to the cultivation of system-level engineering competence.