Chao Ma

School of Electronic Engineering, School of Microelectronics, Chengdu Technological University

Abstract：

The rapid globalization of the microelectronics industry necessitates that engineering graduates possess robust professional English skills to access international research, collaborate on global teams, and communicate technical concepts effectively. Traditional teaching methods for specialized English courses, often focused on passive vocabulary acquisition and text translation, frequently fail to develop the active communication competencies required by modern engineering accreditation standards. This paper proposes a comprehensive teaching reform based on the Flipped Classroom model for a Microelectronics Science and Engineering program. The reform strategically shifts direct instruction outside the classroom, utilizing pre-class materials to build foundational knowledge. This reallocation of class time enables active, student-centered learning activities such as collaborative problem-solving, technical discussions, and project-based presentations. The model is designed to bridge the gap between theoretical knowledge and practical application, directly addressing graduate attributes related to communication, teamwork, and lifelong learning. This paper details the design, implementation, and assessment framework of this model, arguing that it fosters a more engaging and effective learning environment, ultimately better preparing students for successful international careers.

Key Words：

specialized English; microelectronics; flipped classroom; teaching reform; engineering education; professional communication