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1、1High Frequency Circuit Teaching Reform ExperimentAbstract the high-frequency electronic experiments of Electronic and Information Engineering University one of the important experimental class, but there is a high-frequency experiment, the biggest problem is not to do experiments. In this paper, hi
2、gh-frequency problems in the experiment analyzed and discussed. Key Words high-frequency electronic circuits; experiment; teaching methods 1 Introduction High-frequency electronic circuits is an important basic course of electronic technology, and its corresponding high-frequency electronic experime
3、nts are the University of Electronics and Information Engineering course an important experiment, and its main purpose is to enhance the students understanding of the theory, students discover and solve problems, develop students ability to integrate theory with practice and pragmatic work attitude,
4、 rigorous academic style. 2However, there is a high-frequency experiment, the biggest problem is that experiments do not, due to high precision test instrument, high-frequency circuits susceptible to outside interference, distributed capacitance, distributed inductance of the existence of a great im
5、pact on the experimental circuit, experiment debugging difficult as a result of the majority of students do not have the patience and confidence to complete the experiment content, which makes the final test result is not satisfactory. 2 experimental teaching method of high-frequency Here in the hig
6、h-frequency experiment for the existence of the problems one by one analysis. 2.1 Experimental equipment problems: Most universities are in the experimental high-frequency experiments oscilloscopes and signal generators outer box and some aids to complete the case, so the product is really very conv
7、enient, not only allow students to use to control them convenient, but also to facilitate the school management and laboratory equipment maintenance management personnel, while the experiment the instructor need only tell the students in the experimental class can observe how the 3wiring needed for
8、the waveform and signal can be. However, experiments After-school students still feel a lot of common questions and confusion: If pilot project has been completed in accordance with the experimental task book, the experimental results are correct, but these results in the end is how to achieve it? c
9、an achieve by other means? how to create such a module? production What will happen during?, etc., which the students really understand the contents of containers really are to simplify the experiment, although it would lead students to complete the experiment, but did not really understand the proc
10、ess of experimental implementation, there is no combination of experimental and theoretical, so there is no real purpose to experiment. Thus, there is no real high-frequency experiment for students to better grasp a more accurate high-frequency theoretical knowledge play a supporting role, but helps
11、 the students a variety of questions. To solve this problem, I think we can let students take to complete the circuit design, production and testing process, although this will lead to lack of experimental course of time, but can be broken down about, such as some circuit the design process can be c
12、ompleted in the experimental 4class, let students concrete realization of the practical lessons. Of course this method is more suitable arrangements for more hours in the experimental schools. 2.2 students their own problems: According to many years in the high-frequency experimental teaching, the s
13、tudents are doing their own experiments when there are various problems, such as some students afraid of contact with laboratory instruments, laboratory equipment may be expensive for the reasons students are hesitant to use any of a knob on the device or switch, mainly because of insufficient self-
14、confidence of students; Some students are not serious prep test, the teacher does not listen carefully to explain in so doing experiments do not mind, perfunctory trouble and so on., respectively, for these students to take different measures, such as lack of confidence for some students, the teache
15、r will have a direct impact on the help of the experimental attitude of the students, such as when students have problems during the experiment, ask the teacher how to do when the teacher hands to solve problems not directly, but criticism should be taken to encourage less principle to guide student
16、s in 5the next patient to operate, to encourage students to use bold and carefully related equipment, so that when students have problems not worry to guide the students themselves to analyze problems, identify problems, and then with a reasonable solution to the problem, not only can increase the confidence of the students, but also makes the students ability and problem-solving abilities are effectively improved. In short, students in this regard, not only the students
