Promoting the Construction of the “Computer Organization” Course through the “Four Threes” Model

Abstract

To implement the concept of "Emerging Engineering Education" and achieve the goal of deeply integrating its development with innovation and entrepreneurship education, enabling students to acquire a solid foundation of professional knowledge, advanced engineering application skills, and strong innovation and entrepreneurship qualities and capabilities, this study addresses long-standing issues in the school’s "Computer Organization" course, such as difficulties in understanding and mastering theoretical knowledge, poor practical hands-on abilities, and weakened innovation capabilities. Accordingly, a specialized innovation-entrepreneurship integrated teaching model, termed the "Four Threes" model—guided by three objectives, integrated through three content areas, advanced in three steps, and evaluated via three outcomes—has been proposed and constructed. This model is based on three overarching goals: knowledge, ability, and literacy. It revolves around three types of teaching content: hardware innovation cases, entrepreneurial practice, and project design. The learning process is carried out step by step through a three-phase approach: pre-class guided learning, in-class research-based learning, and post-class extended learning. Additionally, based on the teaching characteristics of each phase, a comprehensive multi-evaluation mechanism encompassing knowledge and ability, process and results, and individual and team performance has been established. Practical results show that the "Four Threes" specialized innovation-entrepreneurship integrated teaching model can fully engage students, effectively stimulate their learning motivation, enhance their interest in learning, help them master systematic design, and foster their collaborative awareness and innovative thinking. The application of this model in professional courses of Computer Science and Technology has led to a 10.01% increase in students’ final comprehensive scores, an excellent rate of 85% in project design, and a course satisfaction survey rate of 92.5%, demonstrating the strong operability of this model.