Author(s)

Ning Dong ¹, Yanyan Wu ¹, Jia Ning ¹, Bing Chen ¹, Lisha Liu ¹

Affiliation(s)

¹ Industrial Training Centre, Shenzhen Polytechnic University, Shenzhen, 518055, China

Corresponding Author

Lisha Liu

ABSTRACT

To address the long-standing separation between theory learning and engineering practice in the Analog Electronics course for vocational undergraduates, this paper proposes a content reconstruction scheme based on typical engineering tasks. Following a closed loop of "industry-driven objectives, task-based content, workflow-guided teaching, and competency-mapping assessment", the scheme constructs a three-level task system through dimensional reduction of industrial cases, and establishes a task-competency quantitative matrix to verify curriculum coverage and trigger dynamic early warnings. Teaching practice shows that the scheme significantly improves students’ engineering competence and learning outcomes, providing a replicable reconstruction model for practice-oriented electronics courses.

KEYWORDS

Engineering practice; Analog electronics; Project-based teaching; Content reconstruction; Competency matrix

CITE THIS PAPER

Ning Dong, Yanyan Wu, Jia Ning, Bing Chen, Lisha Liu. Research on Project-Based Teaching Content Reconstruction for the Analog Electronics Course Based on Engineering Practice. Advances in Vocational and Technical Education (2026). Vol. 8, No. 2, 96-100. DOI: http://dx.doi.org/10.23977/avte.2026.080212.

REFERENCES

[1] Xia Huakang, Zha Xiaojing. (2025).Practice of Online–Offline Blended Teaching in Analog Electronics. Creative Education Studies, 13(3): 121-127.
[2] Shen Junhui. (2010). Exploration of the Teaching of Electrical and Electronic Technology Course Based on EDA Technology: Taking NI Multisim Software as an Example. Journal of Fujian Institute of Education, 21(10): 74-76, 95.
[3] Yang Xinxiu, Miao Jinchao, Ren Wenjie, et al. (2024). Exploration of the Reform of the "Analog Electronics" Course Oriented to Emerging Engineering Education. South Agricultural Machinery, 55(24): 158-161.
[4] Zhao Jing, Zhang Runmei, Chen Zhong, et al. (2025). Reform and Practice of "Analog Electronics" in the Context of Informatization. Electrical Technology, 26(5): 72-78.
[5] Mills J E, Treagust D F. (2003). Engineering education—Is problem-based or project-based learning the answer? Australasian Journal of Engineering Education, 15(1): 2-16.
[6] Prince M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3): 223-231.
[7] Bell S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2): 39-43.
[8] Thomas J W. (2000). A review of research on project-based learning. San Rafael, CA: The Autodesk Foundation.
[9] Kokotsaki D, Menzies V, Wiggins A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3): 267-277.
[10] Hmelo-Silver C E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3): 235-266.

Sponsors, Associates, and Links

---

• Advances in Educational Technology and Psychology
  
  
• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Adult and Higher Education