Project-Driven Teaching Innovation for Fundamental Courses of Computer-Related Majors with Self-Developed Experimental Devices

Abstract

Addressing the disconnection between theory and practice, the mismatch between experimental devices and textbooks, and the fragmentation of chapter-level experiments in computer fundamentals courses for computer-related majors, this paper proposes a project-driven teaching innovation model using the first-year course "Computer Cognition and Practice" as a case study. Built upon the self-published textbook "Computer Cognition and Training" (Tsinghua University Press, 2022) and a set of self-developed experimental devices, the model adopts a "One Device Throughout" design-the same devices run through most chapters with progressively deepening applications-and constructs a four-stage progressive cognitive path: cognition, verification, design experience, and innovation experience. The devices serve dual functions as a soldering quality inspection tool and a microcontroller cognition experimental platform, and incorporate extended AI experiences such as speech recognition. Teaching practice shows that the model effectively improves students’ practical ability and professional learning interest. The textbook has been adopted by more than 30 universities nationwide with a cumulative circulation of 1,800 copies, and the outcome won the first prize of university-level teaching achievement awards. The model is replicable and scalable, providing a systematic reference for practical teaching reform in local universities.