Embedded System Principles and Development Course Case Collection
Innovative and Responsible: The “Core” Path of Embedded Systems
School of Artificial Intelligence Lin Jianping Members: Yu Jinghua, Dai Lu
1. Course Introduction
1. Course Overview
This course was approved as a provincial-level online and offline hybrid first-class course in 2023. It closely aligns with the school’s educational positioning of “cultivating application-oriented and innovative talents” and the characteristics of electronic information majors, aiming to cultivate technical talents with solid professional knowledge and a strong sense of social responsibility. The course accurately grasps the direction of ideological and political education in the curriculum, focusing on strengthening students’ national sentiment, professional ethics, responsibility, and innovation capabilities. Through scientific design, it integrates ideological and political education into the entire teaching process, optimizes content provision, and achieves an organic combination of knowledge transfer and value guidance.
The innovative feature lies in adopting a “case/project-oriented + ideological integration” teaching model, selecting embedded system-related cases that are close to reality and of contemporary significance, guiding students to think about deep issues such as technology ethics and social responsibility while solving technical problems. This initiative not only enhances students’ professional skills but also strengthens their sense of social responsibility and technological mission, providing strong support for cultivating high-quality embedded system engineers with national sentiment and a sense of responsibility.
2. Overall Design of Ideological Education in the Course
2. Teaching Case Collection
Teaching Case 1
“Core” Connection to the Nation: Responsibility and Commitment of Embedded Technology from the “Chip Crisis” Perspective
1. Case Overview
Case Chapter: Topic 1 Embedded Systems and Embedded Microprocessors—Embedded Microprocessors
Teaching Objective: Through this section’s study, achieve the following teaching objectives:
Figure 1 Teaching Objectives of Embedded Microprocessors
Innovative Feature:
The innovative feature lies in closely following the background of the “chip crisis” era, deeply analyzing the “Huawei 9000s chip independent R&D process and achievements” ideological case. This not only allows students to deeply understand the technological value and market prospects of embedded microprocessors but also stimulates their patriotism and independent innovation awareness. The integration of ideological education is warm and easily accepted and understood by students, enhancing the relevance and effectiveness of education.
Case Significance:
This case aims to analyze the global “chip crisis” phenomenon, exploring its underlying technological reasons, market supply-demand relationships, and impacts on national technological security and economic stability. By guiding students to understand the core position and role of embedded microprocessors in the chip industry, as well as the current development status and challenges in this field in China, it stimulates students’ patriotism and sense of responsibility. Encourages them to contribute their strength to solve the national “bottleneck” problem. This case not only helps deepen students’ understanding of embedded microprocessor professional knowledge but also cultivates their social responsibility and mission, achieving the educational goals of ideological and political education in the curriculum.
2. Case Analysis
1. Ideas and Concepts
This chapter focuses on the “chip crisis” and “domestic chip production”. By analyzing the current global chip supply tightness, it emphasizes the urgency and importance of independent innovation. The teaching case integrates the “Huawei 9000s chip independent R&D process and achievements” ideological case, showcasing the progress and achievements of domestic chips in technology R&D and market expansion. Conceptually, it encourages students to pay attention to national technological development strategies, establish the belief in technological self-reliance, and at the same time focus on cultivating students’ practical abilities and innovative thinking in the field of embedded microprocessors to contribute to the development of domestic chips.
2. Design and Implementation
In the teaching design and implementation process, set three main goals: knowledge, ability, and ideological education. Solve three key points in the embedded system design and development process: performance analysis of microprocessors, reasonable selection, and preliminary system design, laying the foundation for in-depth learning in subsequent chapters. Use methods such as lectures, discussions, inquiry-based problems, and case analysis combined with online teaching platforms and information technology classrooms for teaching. The course adopts a hybrid teaching model, guiding students to acquire knowledge gradually.
(1) Online Task-based Teaching
Before class, using MOOC intelligent teaching tools, release embedded microprocessor-related MOOC videos and task lists: including relevant concepts, development history, technical characteristics, and the current situation and challenges of domestic chip production in China. Students log in to the platform to receive task lists, complete video learning tasks, and take notes. Release a quiz question bank, organize online tests for students, and check students’ mastery of embedded microprocessor professional knowledge; post a discussion topic “From Chip Shortage to the Importance of National Technological Self-reliance”, encouraging students to express their views and opinions.
Figure 2 Online Discussion Topic
(2) Classroom Inquiry and Discussion Enhancement
Analyze students’ online video learning and quiz data to understand their mastery of this section’s content. In class, sort through the key and difficult knowledge of this section, and introduce case analyses and cutting-edge technology introductions in the field of embedded microprocessors to stimulate students’ interest and curiosity in learning, prompting them to actively explore and learn new knowledge. During this process, guide students to think and discuss, fully excavating ideological elements such as patriotism and strengthening the country through technology. For example, when introducing the development history of embedded microprocessors, integrate the historical background of China’s technological development, especially China’s exploration and achievements in electricity and computer science since modern times. For instance, mention China’s ancient understanding of electricity (as documented in the Western Han Dynasty’s “Huainanzi: On Falling and Form”) and the arduous journey of modern technological development, stimulating students’ national pride and patriotism. Furthermore, in conjunction with recent “chip crisis” events, introduce the “Huawei 9000s chip independent R&D process and achievements” ideological case, guiding students to think from multiple angles about the challenges and opportunities faced by chip localization, encouraging students to tell the “Chinese story”. Through case analysis, cultivate students’ problem analysis and solving abilities while stimulating their patriotism. Let students realize that only by mastering independent and controllable core technologies can they maintain an invincible position in fierce international competition.
Figure 3 China’s Ancient Exploration in the Field of Science
Figure 4 Huawei 9000s Chip Independent R&D Process and Achievements Case
(3) Post-class Practice Expansion
List several typical embedded system application examples, allowing students to analyze the system’s development and design process, especially through analyzing system requirements, making reasonable selections and justifications for the core technology of embedded microprocessors, and completing preliminary system design. Through this challenging practice, cultivate students’ innovative thinking and practical abilities, enhancing their ability to solve real-world problems.
3. Case Reflection
1. Effectiveness and Evaluation
Through the implementation of this case, students not only mastered the relevant knowledge of embedded microprocessors but also deeply understood the core role of embedded microprocessors in embedded systems, stimulating students’ interest and curiosity in this course, prompting them to actively explore and learn new knowledge; the integration of ideological points also stimulated students’ patriotism, making them realize the importance of a technologically strong nation. The post-class expansion tasks also improved students’ problem-solving abilities.
Figure 5 Students’ Enthusiasm for Learning
2. Continuous Improvement Measures
(1) Enrich Teaching Content, Enhance the Connection between History and Reality
Introduce historical background: When introducing the development history of embedded microprocessors, it can detail the evolution from the invention of transistors to integrated circuits, and then to modern embedded microprocessors. Combine with real-world applications: showcase the widespread applications of embedded microprocessors in modern society, such as smart homes, smart transportation, industrial automation, etc., allowing students to feel the importance of technology for national development and people’s lives.
(2) Conduct Group Discussions
Organize students to discuss the technical characteristics, advantages, and future development trends of embedded microprocessors, encouraging students to present their viewpoints and insights, cultivating students’ critical thinking and teamwork abilities.
(3) Continuously Update Teaching Content
With the continuous development of embedded technology, timely update teaching content and cases to ensure the timeliness and cutting-edge nature of the course content.
Teaching Case 2
STM32 Serial Communication—Building a Bridge for Information Exchange
1. Case Overview
Specific Chapter: Topic 3 Functional Modules and Interface Hardware and Software of Microcontrollers—STM32 Serial Communication
Figure 6 STM32 Serial Communication—Building a Bridge for Information Exchange
Teaching Objectives:
Knowledge Objective: Understand the basic principles of STM32 serial communication, master the configuration methods of STM32 serial communication, and be proficient in related functions of the STM32 HAL library, including polling, interrupt, and DMA modes of serial communication.
Ability Objective:Be able to design reasonable communication protocols based on actual needs and achieve reliable data transmission through programming, solving communication interaction problems between devices; have the ability to debug and troubleshoot serial communication faults to ensure the system operates stably.
Ideological Objective:Understand how information technology changes people’s lifestyles, work styles, and social structures; think about the relationship between technological development and ethics, and understand the responsibilities and commitments of future technology workers. Emphasize the importance of teamwork during project implementation, encouraging students to help each other and make progress together, cultivating their teamwork spirit and social responsibility.
Innovative Feature:
This case uses the metaphor of “information bridge” and “link” to visually demonstrate the critical connection of serial communication in information systems, enhancing students’ intuitive understanding of the importance of information technology, emphasizing the value of serial communication in promoting information flow and enhancing system integrity, guiding students to recognize the importance of teamwork and coordination. By using metaphorical techniques, it stimulates students’ interest and sense of responsibility towards information technology, cultivating their national sentiment and awareness of technological innovation, presenting a vivid and engaging teaching approach.
Case Significance:
This case aims to teach students not only the professional skills of STM32 serial communication but also to guide them to understand the importance of information technology as the “information bridge” of modern society, recognizing the significance of teamwork in projects, cultivating their technological mission and social responsibility.
2. Case Analysis
1. Ideas and Concepts
The idea is to center around STM32 serial communication, designing a series of learning tasks from easy to difficult, guiding students to gradually master related knowledge from basic configuration to advanced applications. At the same time, through discussions, case analyses, and other methods, integrate ideological elements into the teaching process, allowing students to understand the positive role of information technology in facilitating social information exchange and strengthening interpersonal connections.
The concept is guided by OBE theory, emphasizing “student-centered, outcome-oriented”. Highlight the cultivation of students’ application abilities of professional knowledge, adhere to the balance of knowledge transfer and value guidance, and through technical learning, guide students to think about issues such as technological ethics and social responsibility, cultivating their comprehensive quality.
2. Design and Implementation
This section adopts a hybrid teaching activity design, mainly divided into three stages: before class, during class, and after class. Using China University MOOC, carry out hybrid teaching implementation and evaluation. Before class, students learn theoretical knowledge online based on the guidance list and complete quizzes and group tasks; during class, teachers carefully design case introductions + interactive discussions + problem analysis + group flipping, gradually guiding students to master key knowledge, and then design practical tasks + frontier extension + ideological integration, gradually guiding students to complete post-class practical tasks.
(1) Online Task-based Teaching
Before class, using MOOC intelligent teaching tools, release STM32 serial communication interface MOOC videos and task lists: including the basic principles of STM32 serial communication, configuration methods of STM32 serial communication, related functions of STM32 serial communication interface HAL library, and the important position of serial communication in information transmission. Students log in to the platform to receive task lists, complete video learning tasks, and take notes. Release a quiz question bank, organize online tests, analyze students’ common mistakes in online tests, identify weak points in their knowledge, provide answers and clarifications on the platform, group students, and arrange teaching assistants to supervise learning, preparing for further teaching.
Figure 7 Online Teaching Content Release Announcement
(2) Physical Classroom Enhancement
Through case introduction: through industrial control, smart home, and other cases, guide students to think: How to achieve communication between devices? And communication between devices (MCU) and PC? And guide students to analyze from both hardware and software perspectives, organize classroom discussions, understand students’ understanding and cognition of STM32 serial communication, leading to the metaphor of “information bridge”, viewing serial communication as the key link connecting different devices, systems, and even the entire society. Through this metaphor, we guide students to recognize that in today’s fast-developing information age, information technology is not just cold codes and data; it is an important force driving national development and promoting social progress. Then sort through the key and difficult points of this section, release practical tasks, during the task implementation process, emphasize that the baud rate of both ends of communication must be consistent in serial communication, and again emphasize that “only when the team is in sync can they move forward together”, making students realize the importance of teamwork and the coordination of team members.
Figure 8 Data Exchange Connection Between STM32 and PC
Figure 9 Classroom Practical Task Release
Figure 10 Classroom Practice and Ideological Integration
(3) Post-class Practice Expansion
After class, provide answers through online platforms or QQ groups, track feedback, and carry out post-class tutoring and expansion based on different students’ situations, achieving personalized development for students at different levels. For example, for students with weaker foundations, guide them in reviewing course knowledge points; for those with strong hands-on abilities, actively promote practical teaching through laboratory open projects, innovation and entrepreneurship training projects, subject competitions, and practical training projects. For instance, through the course learning, some students with strong practical abilities actively participated in our school’s East Gate Smart Gate Project, helping students achieve “learning by doing” through real project “real problems” and cultivating comprehensive practical abilities and engineering quality.
3. Case Reflection
1. Effectiveness and Evaluation
Effectiveness: Through the implementation of this case, students not only mastered the technical knowledge of STM32 serial communication but also deeply understood the important role of information technology in promoting social information exchange. At the same time, their teamwork ability, problem-solving ability, and ideological quality have also significantly improved.
Evaluation: A diversified evaluation method was adopted, including student self-evaluation, peer evaluation, and teacher evaluation. The focus was on assessing students’ technical implementation abilities, ideological quality improvement, and teamwork abilities. Among them, classroom discussions and quizzes were automatically scored by the online platform, while on-site experimental programming was scored by teachers based on task resolution, and group reports were evaluated jointly by teachers and students. Evaluation results showed that this case effectively improved students’ professional skills while also promoting the improvement of students’ ideological quality.
2. Continuous Improvement Measures
(1) Optimize project-based teaching tasks to prevent overload for teachers and students in this teaching link.
(2) Further control the supervision of online autonomous learning to ensure timely and effective supervision.
(3) Strengthen the innovativeness of project design, introducing more challenging and practical tasks,
to stimulate students’ interest in learning and innovative potential, allowing offline classroom activities to better motivate students to explore.
(4) Further sort and optimize students’ differentiated and personalized practices, truly implementing targeted teaching.
Teaching Case 3
The Heart of Harmony—The Path of Autonomous Innovation in Embedded Operating Systems
1. Case Overview
Specific Chapter: Topic 5 Embedded Operating Systems
Figure 13 The Heart of Harmony—The Path of Autonomous Innovation in Embedded Operating Systems
Teaching Objectives:
Knowledge Objective:Understand the basic concepts of embedded operating systems; comprehend the principles and core functions of embedded operating systems; understand the key technologies of embedded operating systems such as real-time, multi-task processing, memory management, and device drivers, mastering efficient task management, resource allocation, and communication coordination using FreeRTOS.
Ability Objective:Be able to use FreeRTOS to develop relatively complex embedded application systems; possess the ability to design, develop, debug, and optimize embedded operating systems in embedded systems.
Ideological Objective:Deeply recognize the importance of technological self-reliance and enhance students’ national pride, igniting their enthusiasm for engaging in technological innovation.
Innovative Feature:
This case features the deep integration of the concept of controllable technological innovation and ideological education, reinforcing students’ national pride and awareness of technological self-reliance through the independent R&D process of the HarmonyOS. By demonstrating the system’s realization of multi-device collaboration and the Internet of Everything, students can intuitively perceive the advantages of HarmonyOS in breaking down device barriers and expanding device capabilities, while understanding its tremendous potential in the future era of intelligent internet. This case intricately weaves technical knowledge and ideological education, allowing students to deepen their understanding and recognition of ideological content through emotional resonance, forming positive value pursuits and life goals.
Case Significance:
Through this case, students will understand the key role of embedded operating systems in modern technology, while also realizing the close connection between personal effort and national technological progress, igniting their determination to engage in technological innovation.
2. Case Analysis
1. Ideas and Concepts
This section adopts a case teaching method, introducing embedded operating systems while combining the characteristics and development history of Huawei’s HarmonyOS to showcase China’s independent innovation capabilities and core technology competitiveness in the field of technology. It guides students to recognize the importance of independent innovation for national technological development and international standing, encouraging students to establish an innovation awareness and actively participate in technological innovation activities. HarmonyOS, as an emerging embedded operating system, has been successfully launched and widely applied, demonstrating China’s strength and achievements in the field of technology, enhancing national confidence and pride.
2. Design and Implementation
(1) Online Classroom Autonomous Learning
This section adopts a hybrid teaching activity design, utilizing China University MOOC to conduct hybrid teaching implementation and evaluation. Before class, release online learning guidance lists, allowing students to autonomously learn theoretical knowledge and complete quizzes and discussions online; during class, teachers carefully design case introductions + interactive discussions + problem analysis + group flipping, gradually guiding students to master key knowledge, and then design practical tasks + frontier extension + ideological integration, gradually guiding students to complete post-class practical tasks.
Figure 14 Ideological Discussion Topic of This Section
(2) Offline Classroom Discussion and Flipping
Introduce the case of the birth and successful application of Huawei’s HarmonyOS: deeply excavate the development history of HarmonyOS as a vivid example of independent innovation, cultivating students’ profound understanding of technological self-reliance. From the background of HarmonyOS’s birth, technological breakthroughs to its influence in the global market, students will witness how Chinese technology companies stand out in international competition, which will not only enhance their national pride but also ignite their enthusiasm for engaging in technological innovation, aspiring to become part of the advancement of national technology.
Core knowledge points explanation: deeply analyze the technical architecture of HarmonyOS, including distributed soft bus, distributed device virtualization, etc.
Application scenario display: showcase application examples of HarmonyOS in smart homes and smart wearables, such as smart refrigerators, smart TVs, etc.
Figure 15 The Origin of the Name HarmonyOS
Figure 16 Rich Classroom Activities
(3) Post-class Training and Practical Enhancement
After class, use various online and offline methods to clarify doubts for students, providing diverse learning resources and practical projects, encouraging students to learn and explore independently. For example, in May 2023, take students to participate in a free training camp offered by the district: Fuzhou Economic and Technological Development Zone HarmonyOS Device Development Training Camp. Through training from Huawei corporate mentors, further enhance their understanding and application capabilities of HarmonyOS, encouraging students to think about their positioning and role in the wave of technology in practice, igniting their response to the national call, and contributing their wisdom and strength to the great cause of technological innovation for the great rejuvenation of the Chinese nation.
Figure 17 Multi-channel and Multi-method Doubt Clarification After Class
Figure 18 Participation in HarmonyOS Device Development Training Camp
3. Case Reflection
1. Effectiveness and Evaluation
Effectiveness: Through the implementation of this case, students not only mastered the basic knowledge of embedded operating systems but also deeply understood the national mission and historical responsibilities of technology workers. At the same time, their divergent thinking, teamwork abilities, and ideological quality have also significantly improved.
Evaluation: Student feedback was collected through questionnaires and group reports, focusing on students’ feelings about case teaching, especially their acceptance and recognition of the integration of ideological elements; teachers observed and recorded students’ activity levels and depth of viewpoints in classroom discussions, assessing their understanding of the HarmonyOS and the theme of independent innovation.
2. Continuous Improvement Measures
(1) Adjust case details based on student feedback, increasing more practical application cases close to students’ interests.
(2) Regularly update the technical progress and market dynamics of HarmonyOS to maintain the timeliness and attractiveness of case content.
(3) Strengthen the deep integration of ideological education and professional teaching, designing more interactive links to stimulate students’ innovative potential and teamwork spirit.
3. Effectiveness and Replicability (for the Entire Course)
1. Effectiveness of Ideological Education Teaching Reform
This course adheres to the fundamental task of “cultivating virtue and educating people”, integrating ideological and political education throughout the professional knowledge transfer. By deeply exploring the ideological elements in professional courses, it achieves an organic combination of knowledge transfer and value guidance, aiming to cultivate high-quality talents with national sentiment, a strong sense of technological mission, social responsibility, and innovative spirit. The teaching philosophy of ideological education emphasizes student-centeredness, focusing on students’ overall development, and through a hybrid teaching model of online and offline, allows students to receive systematic ideological and political education while mastering professional knowledge. The specific reform effectiveness is as follows:
1. High Student Satisfaction
Students’ satisfaction with the integration of ideological points in course teaching reaches 91.2%, with the proportion of those very satisfied accounting for the vast majority, while satisfied students also account for 8.8%. This data fully reflects students’ positive attitude and high recognition of integrating ideological and political education into course teaching, demonstrating the rationality and relevance of course design, as well as students’ self-improvement needs, providing valuable insights and references for further improving teaching quality, optimizing teaching content and methods in the future.
Figure 19 Satisfaction Survey on Integration of Ideological and Political Education
2. Established a Rich Course Resource Library
The course was approved as a provincial-level online and offline hybrid first-class course in 2023. To support the in-depth implementation of ideological education, the course team has established a rich resource library, including an ideological teaching case library, online course video library, practical case library, etc. These resource libraries not only provide strong support for teachers’ teaching but also offer rich resources for students’ autonomous learning and extended learning. Meanwhile, the course team actively shares and collaborates with peers inside and outside the school to promote the widespread dissemination and in-depth development of ideological education.
3. High Evaluation from Peers and Students
Peers inside and outside the school have given high praise for the implementation of ideological education in the course. They believe that this course has made positive explorations and beneficial attempts in the organic combination of ideological education and professional knowledge transfer, providing useful references for other courses. Students also expressed that through learning ideological education, they not only mastered professional knowledge but also received profound ideological enlightenment and moral cultivation, filling them with confidence and expectations for future learning and life.
Figure 20 Evaluation of Students’ Embedded Skills by Some Enterprises
2. Replicability Effect (Application Promotion Situation and Effect)
1. Promotion Situation
(1) Teacher Training
Organize teachers to participate in ideological education training to enhance their understanding and comprehension of ideological education.
Figure 21 Exchange on the Construction of Ideological Education
(2) Course Design
Revise the teaching syllabus to integrate ideological elements into the course teaching objectives and content.
Figure 22 Integration of Ideological Points into Teaching Objectives and Content
(3) Teaching Methods
Adopt diverse teaching methods, such as case teaching and group discussions, to guide students to think and explore.
2. Application Effect
(1) Improvement of Students’ Ideological and Political Quality
Through the implementation of ideological education, students’ ideological and political quality has significantly improved. Their recognition of the core values of socialism has increased, enhancing their sense of social responsibility and mission, forming a correct worldview, outlook on life, and values.
(2) Improvement of Teaching Quality and Effectiveness
The integration of ideological education has promoted a comprehensive improvement in teaching quality. Teachers pay more attention to students’ overall development in the teaching process, continuously optimizing teaching content and methods, improving teaching effectiveness and students’ learning experience. At the same time, the implementation of ideological education has also promoted the improvement of professional course teaching effects, forming a synergistic effect.
(3) Teacher Team Building and Capacity Enhancement
During the promotion of ideological education, the construction and capacity enhancement of the teacher team have also been strengthened. Teachers continuously improve their ideological quality and teaching abilities through training, seminars, and teaching practice.
Editor: Su Qingwen (Student)
Reviewer: Chen Yangyang (Teacher)
