Teaching Reform and Practice of Automatic Control Principles under the Background of Engineering Certification

Addressing issues such as the strong theoretical nature, abstract content, insufficient intrinsic motivation among students, and low classroom learning efficiency in the course of automatic control principles, teaching reform and practice were conducted based on the three major concepts of engineering certification. This includes adjusting the teaching content to cultivate innovative talents, introducing ideological and political education into the curriculum; integrating various teaching methods such as flipped classrooms, project-driven approaches, computer-aided design, and simulation to emphasize practical teaching; and restructuring assessment content and methods around learning outcomes to establish an integrated evaluation system. The results of teaching reform and practice show significant improvements in students’ initiative in learning, engineering practical abilities, and innovative application capabilities, along with a notable enhancement of teachers' teaching competencies.