1.

Introduction

The June 19, 2013 International Engineering Congress after a formal vote, unanimously agreed to accept China as a “Washington Accord” ready members [1], signifying China’s engineering education certification has entered a substantive stage of implementation, which will have a great impact on the reform of higher education in China [2]. The essence of the Washington Accord is that the contracting Member States recognize that the certified professional meets the academic requirements of engineering practice and is of substantial equivalence. Substantial equivalence means: (1) The contracted engineering education that has been certified by Member States is equivalent between Member States; (2) The professional engineer in the contracting country is equivalent between the members. With the globalization of the world economy, the demand for engineering talents is also increasing, which requires the training of engineers in the higher engineering education system and the quality to be recognized by each other, and thus the student-oriented teaching program to strengthen engineering and practical education can ensure that engineering education in line with the needs of industrial development [3]. In the continuous development of optoelectronic technology today, the competition in the optoelectronic industry is essentially the competition of optoelectronic technology. Optical integrated design experiment combines a variety of integrated technologies such as analog electronic technology, digital electronic technology, wave optics, applied optics, computer technology, etc. It is an important way to cultivate students’ photoelectric technology field and is an important way for practical ability and innovation ability of prism design, electronic circuit design, printed circuit board (PCB) production, photoelectric measurement technology and so on. It is a course which is formed by many disciplines. Therefore, with reference to Washington Accord, we have made some improvements to the teaching program of the optical integrated design experiment course, which must be related to the engineering basic course, the professional basic course and the professional course [4], and even to be associated with the future study and work of the students, so as to play the role of future. In view of the problems in the teaching concept of traditional optical integrated design experiment [5] (the teacher demonstrates it again and the student does it) and the lack of selective content (experimental content is single), we have made a full range of progress for the course, mainly for the course of curriculum skills training, teaching purposes and requirements, teaching content and so on. In order to make the course meets the certification criteria for solving complex problems in engineering education certification.

2.

Curriculum training ability

Complex problems have the following characteristics: (1) With the need to use in-depth engineering principles, after analysis can be resolved; (2) Involving a wide range of technical, engineering and other factors, and may have a certain conflict with each other; (3) Need to establish a suitable abstract model to solve, in the modeling process need to reflect the creativity; (4) Not just by the usual method can be completely resolved; (5) The factors involved in the problem may not be fully contained in the standards and norms of professional engineering practice; (6) The problems has a high comprehensiveness, including multiple interrelated sub problems. The above characteristics show that for the integrated design of this course, we have to cultivate the students with the following abilities:

3.

Teaching aims and requirements

Teaching aims: The purpose of the experiment is to guide the students to flexibly apply deep theoretical knowledge and analytical means, in the process of system design, strengthening the consciousness of optical electromechanical integration, putting the idea of optical electromechanical integration into practice, and experiencing the organic combination of photo-electricity in practice. Train students’ creative ability and ability to analyze and solve problems, so that students have the ability to complete the design, implementation and evaluation of the optical system independently.

Teaching requirements: 1. Master the knowledge of engineering optics, wave optics, analog electronic technology, digital electronic technology, single chip microcomputer, and other related basic courses, specialized courses and laboratory courses; 2. Flexible application of theoretical knowledge of optics and electricity, basic experimental knowledge, experimental methods and experimental skills; 3. Learning system design report writing methods, with strict logical thinking way, and learn to express, complete the research report carefully; 4. Set up serious style of work, realistic scientific attitude, and feel the atmosphere of academic discussion and teamwork, and enhance team spirit; 5. Choose a topic of interest from the six topics of the teaching content, learn to analyze problems, design solutions, demonstration programs, implementation plans, and ultimately achieve system functions, so as to solve practical and complex problems.

4.

Teaching content setting

This course provides six practical engineering problems:

The problems in above six practical engineering projects have all the characteristics of complex problems in Washington Accord. These problems involve the knowledge of analog electronics, digital electronics, wave optics, applied optics, microcontroller, computer, etc, and can not be solved completely by the commonly used methods. Only to make a thorough analysis, to make rational use of the theoretical knowledge and to construct an abstract theoretical model can these practical problems be solved. The following is the introduction of the teaching process of the refractive index measurement experiment and the open design experiment in these six practical engineering projects. The contents of the other four experiments are followed by analogy. It should be noted that not to introduction does not mean that it is not important. The proposal of these six practical engineering projects is to provide students with the experimental choice of space so that students can perform in the direction they are interested in. Especially the creative experiment trains the students’ creative ability comprehensively.

The experimental progress subdivision of Refractive Index Measurement and Open Design is as shown in Table 1 and Table 2, respectively.

Table 1

Experimental progress subdivision of Refractive Index Measurement

Table 2

Experimental progress subdivision of Open Experiment

As Table 1 shows the experimental stage are corresponding to characteristics of complex engineering problems and the project design, project demonstration and interim reply is closely related to characteristics of the six complex engineering projects. And the three steps repeat demonstrations to the major characteristics to find a comprehensive solution to the complex problem actual project. In the specific design stage the experiment is from theory to practice involving all aspects of the problems. The students need to design, manufacture, and weld and debug in order to obtain the correct and accurate experimental results. The Experimental progress subdivision of open design experiment is shown in Table 2. Its difference with the refractive index measurement is that there is no identified engineering problem in the experiment so that students need to find engineering problems with innovative and practical application value according to the life experience. The innovation of this experiment must be related to optical information science and engineering since this course is the core course of optical information science and engineering major. As a result, students will have a comprehensive grasp of the whole process of solving the complex problems of light, mechanical and electrical engineering and lay a solid foundation for future study and work.