摘  要：为了提高“通信原理”课程线上的教学效果，从课程目标、课堂教学设计、实践教学、考核方式对课程进行教学改革。通过挖掘课程中蕴含的思政元素，融入专业课堂教学;利用在线教育平台开发多个模块实现教师有的放矢地“教”，学生自觉主动地“学”;利用虚拟仿真技术开展验证性、综合性、设计性等实验实践教学;从学习过程、学习结果等多元化考核优化课程考核。通过教学改革，提高了学生学习兴趣，取得良好的教学效果。

关键词：“通信原理”课程;线上教学;课程思政;虚拟仿真

中图分类号：TP39;G434        文献标识码：A文章编号：2096-4706（2021）24-0181-04

Abstract： In order to improve the online teaching effect of the “Communication Principles” course， the teaching reform on course is carried out from the course objectives， classroom teaching design， practice teaching and assessment methods. By exploring the ideological and political elements contained in the course， it can be integrated into the professional classroom teaching. Using online education platform to develop multiple modules to achieve teachers targeted “teaching”，  students consciously and actively “learn”; using virtual simulation technology to carry out experimental practice teaching such as validation， comprehensiveness and design; optimize the course assessment from the diversified assessments such as learning process and learning results. Through the teaching reform， students interest in learning has been improved and good teaching results have been achieved.

Keywords： “communication principles” course; online teaching; course ideological and political education; virtual simulation

0  引  言

随着2020年新冠疫情的突然袭来，对传统的教学模式：线下授课、实验操作、课程设计、校企合作等带来了严重的冲击和严峻的挑战。为了防止新冠疫情的进一步传播，全国上下团结一心共同抗议，各地高校纷纷推迟开学、甚至停止线下授课。在教育部的“停课不停教、停课不停学”指导思想下，对“通信原理”課程展开了线上教学，积极探索该课程教学方式。通信原理是信息类、电子类、计算机类等本科专业开设的专业基础课程[1]，在本科教学环节中具有承前启后的作用。该课程理论性较强，对基础要求高，加之其本身原理抽象，缺少直观性，学生学习难度较大，使得许多本科生在学习通信原理时感到非常吃力。不仅如此，通信原理实验都是基于通信原理实验箱开设，主要以验证性实验为主，这种类型的实验，不仅需要投入资金而且需要投入较大教学场地，但是学生动手操作的范围有限，实验的可设计性差，开发新的实验空间受限，进一步引入最新通信技术比较困难。……