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Volume 8,Issue 7

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12 December 2025
Teaching Design and Practice of Capstone Courses for Electronic Information Majors
Lei Wang ,  Fenggui Wang ,  Xiao Liu ,  Zhiguo Yan
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1 School of Information and Automation, Qilu University of Technology, Jinan 250353, Shandong, China,
erd 2025 , 7(11), 262–268; https://doi.org/10.26689/erd.v7i11.13095
© 2025 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )
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Abstract

Against the background of engineering education reform, electronic information majors urgently need to construct a comprehensive, practical and innovative curriculum system to cultivate students’ ability to solve complex engineering problems. As a core carrier integrating multidisciplinary knowledge and connecting theory with industrial practice, the teaching design of Capstone courses directly affects the quality of talent training. Based on the Outcome-Based Education (OBE) concept and drawing on the logic of “capstone courses” in American engineering and technology universities, this paper constructs a teaching system for Capstone courses of electronic information majors from four dimensions: curriculum goal positioning, content system construction, teaching mode innovation, and evaluation mechanism optimization. Taking the “Comprehensive Professional Experiment” as a practical carrier to verify its feasibility, this study provides a reference for similar curriculum reforms in application-oriented undergraduate universities.

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