Teaching reform exploration of “Engineering Electromagnetics” based on knowledge graph and virtual simulation
基于知识图谱与虚拟仿真的“工程电磁场”教学改革与实践

摘要

“工程电磁场”是电气工程类专业的核心基础课程，其理论体系的抽象性、数学描述的复杂性以及空间概念要求的严苛性，使得传统教学模式面临学生“认知难、理解浅、应用弱”的普遍困境。为破解这一教学难题，本文构建并实践了一套深度融合课程知识图谱与专业虚拟仿真的系统化教学改革方案。方案首先借鉴结构化课程建设理念，绘制了以电磁场基本规律为主干、以工程应用为枝叶的课程知识图谱，实现了教学内容的结构化、可视化和逻辑化重组。继而，依托自主开发的“直线电机数值仿真实验平台”，将抽象的场分布、参数耦合与动态过程，转化为可交互操作、可实时观测、可深度探究的虚拟仿真实验。由此形成的“理论图谱导航、虚拟仿真验证、问题项目驱动”混合式教学模式，有效打通了从抽象理论到工程实践的认知路径，显著提升了学生的空间想象能力、系统分析能力和创新实践能力。实践表明，该改革不仅增强了课程的教学成效，也为后续“电机学”等专业课程提供了坚实的“场”思维与“仿真”技能基础。

Abstract

“Engineering Electromagnetics” is a core foundational course for electrical engineering majors. The abstract nature of its theoretical system, the complexity of its mathematical descriptions, and the demanding requirement for spatial conceptualization have led to widespread student difficulties characterized by “challenging cognition, superficial understanding, and weak application” under traditional teaching models. To address this pedagogical challenge, this paper constructs and implements a systematic teaching reform scheme that deeply integrates course knowledge graphs with professional virtual simulation. The scheme first draws upon structured course design concepts to map a course knowledge graph with the fundamental laws of electromagnetic fields as its trunk and engineering applications as its branches, achieving a structured, visualized, and logically reorganized presentation of the teaching content. Subsequently, relying on the self-developed “Linear Motor Numerical Simulation Experiment Platform”, it transforms abstract field distributions, parameter couplings, and dynamic processes into interactive, real-time observable, and deeply explorable virtual simulation experiments. The resulting blended teaching model of “theoretical graph navigation, virtual simulation verification, and problem/project-driven learning” effectively bridges the cognitive path from abstract theory to engineering practice, significantly enhancing students’ spatial imagination, systematic analysis, and innovative practical abilities. Practice demonstrates that this reform not only improves teaching effectiveness but also provides a solid foundation in “field” thinking and “simulation” skills for subsequent specialized courses such as “Electric Machinery”.