TEACHING ORIENTED BY STIMULATING STUDENTS' INTERNAL MOTIVATION -- FROM THE PERSPECTIVE OF EDUCATIONAL EMOTION REGULATION

BACKGROUND: With the rapid development of communication technology, the communication industry has a strong demand for talents, which is reflected in the quantity and quality of talents. Students are required to have not only the theoretical knowledge of communication engineering, but also the professional knowledge of communication industry, the awareness of discovering and exploring problems, and the ability to solve practical problems. However, for a long time, influenced by the traditional teaching mode, communication engineering education has some problems, such as boring teaching materials, single teaching methods, outdated ideas and so on. Therefore, it is imperative to reform the teaching design and improve the quality of engineering education. Through the regulation of educational emotion, the communication engineering course is more conducive to cultivate the ability to find, explore and solve problems, which is an important research topic of the current communication engineering teaching reform. SUBJECTS AND METHODS: Taking the principle of communication as an example, from the perspective of educational psychology and through the method of educational observation, master the situation of students, especially their psychological characteristics. The situation of students includes knowledge structure, thinking characteristics, psychological characteristics and practical experience. According to the psychological characteristics of students, based on the result oriented educational theory and the starting point of teaching design, this paper analyzes the teaching objectives, teaching ideas, teaching methods and teaching feedback. The teaching goal is to expand students' knowledge base, improve students' ability, deepen students' cognition and enhance students' emotional experience. The teaching design is as follows. Firstly, the physical phenomenon of inter symbol interference in the received signal can be found through observation, and its main causes can be analyzed. Next, the system level mathematical model is established to naturally transition to the time domain condition without inter symbol interference, and the corresponding frequency domain condition is deduced. Finally, according to the above situation, guide the design of the communication system, evaluate the system performance, and refer to the performance balance design parameters required by the communication system. The basic idea of teaching is: “inter symbol interference phenomenon” → establish mathematical model → solve the time-frequency domain conditions for eliminating inter symbol interference → design communication system → evaluate performance → adjust system parameters “. At the same time, the study explored the role of this teaching method in emotional behavior regulation. This study used the Beck Anxiety Inventory (BAI), which was compiled by Aaron T. Beck in 1985. It is a self-assessment scale with 21 items. The scale is scored with 4 grades, which mainly evaluates the degree of annoyance of subjects by a variety of anxiety symptoms. Suitable for adults with anxiety symptoms. It can accurately reflect the degree of subjective anxiety. Items and scoring criteria: Bai has 21 self-assessment items, taking the degree of subjects disturbed by a variety of anxiety symptoms as the evaluation index, using the 4-grade method. Its standard is “1”, which means none; “2” means mild without much annoyance; “3” means moderate, uncomfortable but tolerable; “4” means severe and can only be tolerated reluctantly; The scope of application of the scale Bai is mainly applicable to adults with anxiety symptoms. It can be used in psychological clinic, psychiatric clinic or inpatient. RESULTS: The teaching process of communication principle was redesigned from the aspects of teaching ideas and teaching methods. Through problem introduction, video animation, mathematical modeling, “meta thinking method” and eye map, students can intuitively master the course content and make the abstract communication problems more specific. Obtain teaching feedback corresponding to teaching objectives. In fact, students with learning anxiety were examined with Bai and SAS (self rating anxiety scale, compiled by Zung in 1971), and the correlation analysis was carried out on the examination results. The correlation coefficient was 0.828. The results showed that there was a significant positive correlation between Bai and the total score of SAS objective evaluation. To prove the effectiveness of Bai in clinical application in China. Sensitivity and specificity: the authors took Bai ≥ 40 and ≥ 45 as positive respectively, and obtained the false positive rate, false negative rate, sensitivity and specificity to evaluate the evaluation effect of Bai on anxiety disorder. The results showed that when BSI ≥ 45 as the limit, its sensitivity (91.66%) and specificity (91.25%) were relatively balanced. CONCLUSION: according to the psychological characteristics of students and based on the result oriented educational theory, optimize the teaching design of communication principle, improve the quality of communication engineering education and improve the cultivation of students' ability. This study is of great significance to cultivate talents needed by the communication industry. ACKNOWLEDGEMENTS: Supported by the project grant from the National Natural Science Foundation of China (Grant No. U1633121) and the project grant from University of Science and Technology Course Fund (Grant No. KC2019SZ11).