Integration of Professional and Innovation-Entrepreneurship Education in the "Signals and Systems" Course: A Three-Stage Pedagogical Model and Practice

Abstract

 Against the backdrop of "Emerging Engineering Education" (NEE) initiatives, the deep integration of professional education with innovation and entrepreneurship education has become a critical direction for reform in higher engineering education. This paper addresses the persistent challenges in teaching the core course "Signals and Systems" for electronic information majors, including excessive theoretical abstraction, disconnection from engineering practice, and insufficient innovation cultivation. We propose a three-stage pedagogical model characterized by progressive advancement through "theoretical construction—engineering practice—innovation expansion." By developing four representative teaching cases—audio noise reduction based on frequency-domain analysis, wireless sensor network data acquisition based on the sampling theorem, millimeter-wave radar signal processing based on system function analysis, and switched-mode power supply control based on Laplace transform- the model bridges core knowledge points such as convolution theorem, Nyquist sampling theorem, system function, and Laplace transform with authentic industrial scenarios. This approach achieves a pedagogical transformation from "knowledge transmission" to "competency cultivation" and "innovation enlightenment." Practical implementation demonstrates that this model effectively enhances students' engineering capabilities and entrepreneurial awareness, providing a replicable and scalable paradigm for the integration of professional and innovation-entrepreneurship education in analogous courses.