Teaching Reform of “Linear Systems Theory” in the Context of New Engineering Education

Abstract

Linear system theory is an important theoretical course connecting classical control and modern control in control science and engineering, automation, electrical engineering and other majors. However, its knowledge system has the characteristics of high mathematical abstraction, strong chapter correlation and obvious dependence on engineering practice. The traditional teaching mode based on theorem derivation and exercise training is prone to problems such as calculation, difficult modeling, understanding of criteria, failure to design, ability to test, and weak practice. Facing the requirements of new engineering for solving complex engineering problems, interdisciplinary collaboration and digital practical ability, this paper constructs a curriculum teaching reform model of goal traction-content reconstruction-task driving-simulation penetration-evaluation feedback. Firstly, the course content is reorganized with the four abilities of state space modeling, system structure analysis, control synthesis and engineering innovation as the main line, and the knowledge points are embedded in engineering situations such as inverted pendulum, low-altitude aircraft attitude control and mobile robot. Secondly, MATLAB/Simulink is integrated into the whole process of theory formation, and a classroom chain of problem proposal-model establishment-theoretical analysis-numerical calculation-simulation verification-result interpretation is established. Thirdly, a multi-evaluation system combining process learning, engineering projects and final assessment is constructed. Taking the inverted pendulum as a comprehensive teaching case, the open-loop stability, controllability and observability, state feedback and state observer are numerically simulated. The simulation evaluation data of 60 students in each of the two sessions were further designed for statistical process verification. The results showed that there was no significant difference between the two pre-tests, while the total scores, engineering projects, and curriculum objectives 3 and 4 of the reform class showed more significant improvement, indicating that the reform was more conducive to the formation of comprehensive design and engineering simulation capabilities. The research provides an operable teaching framework for the transformation of control theory courses from knowledge transfer to ability generation under the background of new engineering.