Three-tier progressive teaching innovation and practice of the course Principles and Interface Technology of Microcontrollers from the perspective of emerging engineering education

Against the backdrop of emerging engineering education, the teaching team of the course Principles and Interface Technology of Microcontrollers, guided by the demands of the intelligent manufacturing industry, addresses the core issues of traditional teaching where students do not know what to learn, why to learn, or how to apply what they learn. The team has proposed a teaching philosophy centered on value orientation, competence-based education, and project-driven learning. This has been implemented through the construction of a Four-Fold IntegrationThree-Level Progression content system, the development of a Three-Level Experimental Platform + Multi-Dimensional Resource Bank, the implementation of a Three-TierThree-PivotMulti-Process teaching model, and the establishment of a knowledge + competence dual-helix evaluation system. Together, these form a progressive, three-tier teaching innovation pathway of top-level design mid-level implementation bottom-level execution. Post-reform, the course has seen a 12% increase in students achievement of course objectives, a 50% rise in academic competition awards, and significant enhancement in the innovation of graduation projects. Additionally, the teaching and research capacities of the faculty have improved concurrently. The innovative achievements of the course have further influenced the construction of course clusters and university-enterprise collaboration. This practice provides a replicable model for the reform of application-oriented engineering courses.