This semester, the Electrical Fundamentals course has completed several key tasks based on the school's work plan and the teaching office's arrangements:
I. Ideological Quality.
Following the school’s guidelines, we actively participated in various activities to further understand the importance of being a law-abiding, dedicated, and caring teacher. We emphasized the values of loving students, maintaining academic rigor, teamwork, respecting parents, and upholding integrity in teaching. As educators, we realized that cultivating our own moral standards is essential for effective teaching. Our behavior directly influences students' growth, and we recognized that becoming a qualified teacher requires continuous moral development and improved professional quality to keep up with the evolving educational landscape.
II. Teaching and Research Reform.
This semester, I focused heavily on the study of new textbooks. Under the guidance of academic leaders, ten electrician teachers carefully reviewed the curriculum, studied the materials, and explored the features and meanings of the new textbooks through practical teaching. We also exchanged ideas with colleagues and specialized teachers about exploratory learning in electrician education, learning from each other's strengths to improve our teaching methods.
III. Teaching Experience.
This semester, I was responsible for teaching the fundamentals of electrical engineering. After a full term, I have some reflections to share. This group of students were the first to use the new textbook, which has two major differences: the content has expanded significantly, and the new syllabus emphasizes an open-ended approach without strict limits. I felt the increased workload and higher expectations. The class hours remained the same as before, but the number of students in the electrical class has grown. Many of them have already started working, so they are more familiar with the content of this major. A strong foundation in electrical theory plays a crucial role in bridging the gap between school and industry. Compared to neighboring schools, our understanding of the new curriculum is still lagging, and we’ve taken steps to address these challenges.
In the teaching process, the mismatch between different textbooks added some difficulties. For example, some math concepts are introduced in the next semester, yet students need to apply them in their electrical studies. This creates confusion and makes it harder for them to solve exercises, leading to frustration and fear of the subject. I noticed that many students struggled to grasp the basics, which made me rethink how to better support them.
Teaching the fundamentals of electrical engineering is a challenge worth exploring. Looking back, I realize there were some detours in my approach. For instance, spending too much time on series and parallel circuits in the second chapter delayed progress. However, solving specific problems later helped students understand better. This experience has given me valuable insights for future teaching of new electronic materials.
After one semester, we've completed the first five chapters of the course. I would like to express my sincere gratitude to Directors Guo and Zhuang for their support in teaching the fundamentals of electrical engineering, as well as to all the teachers who contributed to this effort.
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