Against the backdrop of formalism and "showy" teaching in education, this paper proposes a teaching innovation for the course "Principles of Automatic Control" that returns to the essence of teaching, emphasizing meaningful content, accessibility, and the cultivation of students' confidence, independent thinking, and critical thinking, while rejecting internal friction and pointless rhetoric. The innovation centers on two key aspects: stimulating internal motivation and adopting goal orientation, with unmanned aerial vehicle (UAV) control as the research object. To address the question of "why to do it" and stimulate internal motivation, a scenario-based UAV development project is designed where students are tasked with developing a system with specific goals, including designing height control algorithms (with overshoot no more than 3 times and maximum speed no more than 5 m/s), developing a prototype within 1 month with a budget of 200,000 RMB, and applying it in civil and industrial fields. For the question of "how to do it" and guided by goal orientation, the teaching proceeds step-by-step from basic analysis to modeling, clarifying the significance of modeling, solving equations, and analyzing results to address students' confusion, covering the limitations of open-loop control (such as instability and vulnerability to interference) and introducing closed-loop control with sensors and controllers. Additionally, ideological and political elements are seamlessly integrated, helping students master theoretical tools, build confidence in application, and develop problem-solving abilities, making the course more meaningful and inspiring.
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Automatic control theory stands as a cornerstone of modern engineering education, underpinning advancements in robotics, aerospace, smart manufacturing, and countless other technological domains. Its principles—governing how systems regulate themselves to achieve desired behaviors—are essential for cultivating engineering literacy and problem-solving skills in undergraduate and graduate curricula
[1]
Nagy, I., Laufer, E. Energy-Optimized 3D Path Planning for Unmanned Aerial Vehicles. Applied Sciences. 2024, 14(16), 6988.
Franze, G., Lucia, W., Tedesco, F. Resilient Model Predictive Control for Constrained Cyber-Physical Systems Subject to Severe Attacks on the Communication Channels. IEEE Transactions on Automatic Control. 2022, 67(4), 1822-1836.
. However, despite its critical role, traditional pedagogy in this field often struggles to bridge the gap between abstract mathematical formalism and tangible engineering practice, leaving students disoriented, disengaged, or unable to apply theoretical knowledge to real-world challenges. This dissonance has sparked growing calls for educational innovation that returns to the essence of teaching: prioritizing meaningful content, accessibility, and the development of students’ confidence, independent thinking, and critical reasoning
[3]
Liu, O. L., Mao, L., Frankel, L., Xu, J. Assessing Critical Thinking in Higher Education: The HEIghten™ Approach and Preliminary Validity Evidence. Assessment & Evaluation in Higher Education. 2016, 41(5), 677-694.
Li, L. W., Huang, Y. L. Re - examining the Expert Consensus on the Definition of Critical Thinking in the Delphi Report [J]. Foreign Languages in China, 2022, 38(3), 72 - 79.
[3, 4]
.
A central critique of conventional teaching in automatic control theory is its overreliance on "formalism" and "showy but superficial methods"—an overemphasis on complex equations, theorem proofs, and theoretical derivations divorced from practical context
[5]
López - Jiménez, J. A., García - Hernández, J. L., Ramírez - Martínez, J. R. Active learning to develop disciplinary competencies related to automatic control in engineering curricula using low cost do - it - yourself didactic stations [J]. Frontiers in Education, 2023, 8, 1022888.
. Students frequently grapple with fundamental questions: What is the purpose of modeling a system with differential equations? Why solve these equations, and how do the results inform real-world design?
[6]
Tian, Y. Q., Shi, X. Y., Hu, M. H., et al. Design of PID steering control system based on adaptive unscented Kalman filter [J]. Machine Tool & Hydraulics, 2025, 53(12): 118-128.
[6]
. Such confusion stems not from the difficulty of the material itself but from a lack of clarity regarding its relevance—a problem exacerbated by curricula that prioritize rote memorization over intuitive understanding and application. As a result, even high-achieving students may master mathematical techniques without grasping their engineering significance, leading to "internal friction" and disillusionment with the learning process.
To address these shortcomings, this paper proposes a transformative teaching framework centered on two core pillars: stimulating internal motivation and adopting goal orientation—principles that align with contemporary educational research emphasizing student-centered learning and constructivist approaches. At the heart of this innovation is the use of unmanned aerial vehicles (UAVs) as a unifying case study. UAVs offer an ideal platform for teaching automatic control: they are technologically relevant, visually intuitive, and encapsulate core concepts such as system modeling, feedback control, and disturbance rejection
[7]
Lei, X. S. Exploration of "Principles of Automatic Control" teaching based on UAV [J]. Journal of Electrical & Electronic Education, 2022, 44(1): 84-86.
[8]
Giordan, D., Adams, M. S., Aicardi, I., et al. The use of unmanned aerial vehicles (UAVs) for engineering geology applications [J]. Bulletin of Engineering Geology and the Environment, 2020, 79: 3437-3481.
Sadi, M. A., Jamali, A. & Abang Kamaruddin, A. M. N. Optimizing UAV performance in turbulent environments using cascaded model predictive control algorithm and Pixhawk hardware. J Braz. Soc. Mech. Sci. Eng. 47, 396 (2025).
. By anchoring theory in the tangible challenge of UAV height control, the framework aims to make abstract principles concrete, meaningful, and engaging.
The first pillar, internal motivation stimulation, addresses the question: Why learn automatic control? Traditional curricula often fail to articulate the practical value of the material, leaving students to view it as an academic exercise. In contrast, our approach immerses students in a scenario-based project: they are tasked with developing a UAV system with specific engineering requirements, including designing height-control algorithms (with overshoot limited to 3 times, maximum ascent/descent speed capped at 5 m/s), prototyping within a 1-month timeline, and adhering to a ¥200,000 budget. The project contextualizes learning within real-world applications—civil (e.g., aerial photography), industrial (e.g., infrastructure inspection), and military (e.g., surveillance)—highlighting the societal impact of control theory. By framing learning as a mission with tangible outcomes, students develop a sense of purpose, transforming passive absorption of knowledge into active engagement
[10]
Singh, H., Aziz, A. Impact of intelligent learning assistants on creativity of university students: a self-determination theory perspective. Futur Bus J 11, 122 (2025).
Capineri, L. et al. (2019). Scientific and Technical Contributions from Research Projects. In: Capineri, L., Turmuş, E. (eds) Explosives Detection. NATO Science for Peace and Security Series B: Physics and Biophysics. Springer, Dordrecht.
The second pillar, goal orientation, answers: How to apply automatic control principles? This pillar structures learning as a sequential, goal-driven journey, guiding students from foundational concepts to advanced applications. It begins with system modeling, where students derive relationships between UAV height, lift force, and mass using basic physics, progressing to dynamic analysis via differential equations. Crucially, the framework explicitly addresses common student confusion by linking each step to its engineering purpose: for example, explaining how modeling clarifies system behavior, solving equations predicts performance, and analyzing results informs design iterations
[13]
Vieira, C., Magana, A. J., Dasgupta, C., Hassan, S. (2025). Reimagining Engineering Education Through Technology. In: Kandakatla, R., Kulkarni, S., Auer, M. E. (eds) Academic Leadership in Engineering Education. Lecture Notes in Networks and Systems, vol 1097. Springer, Cham.
Tormey, R., Bellocchi, A., Bøgelund, P. et al. Emotions in Engineering Ethics Education: Systematic Review and Ways Forward. Sci Eng Ethics 31, 21 (2025).
. Students then explore the limitations of open-loop control—such as vulnerability to wind, electromagnetic interference, and parameter uncertainties—before transitioning to closed-loop control, which incorporates sensors and controllers to correct deviations between desired and actual height. This progression ensures students grasp not just what to compute, but why and how to use these tools in engineering practice. Moreover, the framework integrates ideological and political education seamlessly, fostering students’ sense of responsibility. By simulating real-world project constraints—budget, timeline, and performance metrics—it cultivates professionalism, ethical decision-making, and teamwork, qualities essential for future engineers
[15]
Zhang, Y., Zhang, M., Wu, L. et al. Digital Transition Framework for Higher Education in AI-Assisted Engineering Teaching. Sci & Educ 34, 933-954 (2025).
Wang, T. W., Huang, J. K. The Beauty of Control (Volume 2) [M]. Beijing: Tsinghua University Press, 2023.9: 29-42.
[15, 16]
. This holistic approach transcends technical skill development, aligning with broader educational goals of nurturing well-rounded individuals.
In summary, this paper presents a teaching innovation that reimagines automatic control education by centering on internal motivation and goal orientation, with UAVs as a practical anchor. By rejecting formalism and prioritizing meaning, accessibility, and application, the framework seeks to empower students to think critically, solve complex problems, and recognize the transformative potential of control theory. The subsequent sections elaborate on the implementation details, pedagogical strategies, and expected outcomes of this approach, offering a blueprint for revitalizing automatic control education.
2. Methods
This study adopts a practice-oriented teaching methodology rooted in the core principles of internal motivation stimulation and goal orientation, with unmanned aerial vehicle (UAV) control as the primary case study. To stimulate internal motivation, a scenario-based project is designed where students assume the role of UAV developers tasked with specific objectives: designing height control algorithms (overshoot ≤ 3 times, maximum speed ≤ 5 m/s), developing a prototype within 1 month with a ¥200,000 budget, and applying it in civil, industrial, and military fields. This scenario connects theoretical knowledge to real-world applications, clarifying the practical significance of control theory. For goal-oriented learning, the teaching process is structured sequentially. It begins with establishing initial conditions (e.g.,, ) for ground-launched UAVs) and deriving system models using basic physics and differential equations, helping students understand modeling purposes. Subsequent steps include solving differential equations to analyze height variation (h(t)) and evaluating open-loop control limitations (e.g., susceptibility to wind or electromagnetic interference). Finally, closed-loop control systems with sensors and controllers are introduced to address these limitations, ensuring students grasp the logic of automatic control.
Throughout the process, ideological and political elements are integrated seamlessly, and case analyses are used to build students’ confidence in applying theoretical tools to practical problems.
3. Results
3.1. Improved Student Comprehension and Application Abilities
The methodology centered on UAV control yielded significant improvements in students’ grasp of core concepts in automatic control. Through scenario-based projects, students demonstrated a clearer understanding of the meaning of modeling and differential equations—key pain points identified in traditional teaching. For instance [16], when tasked with designing height control algorithms for a 2 kg UAV, over 85% of participants correctly derived the relationship between lift force and height , applying both high school physics () and college-level dynamic equations (=) to justify their designs.
Notably, students showed enhanced ability to interpret results. When analyzing a case where a 21.6 N lift force achieved 10 m height in 5 seconds, most could link the mathematical solution to practical performance, explaining how adjustments to would impact ascent speed and stability. This marked a shift from rote computation to meaningful analysis, addressing the common confusion between theoretical results and real-world implications.
3.2. Enhanced Engagement and Internal Motivation
The UAV project stimulated students’ internal motivation by clarifying the "why" behind control theory. Surveys indicated that 90% of students recognized the relevance of course content to civil, industrial, and military applications—areas explicitly highlighted in the scenario. This relevance translated into active participation: teams voluntarily extended project work beyond class hours to refine prototypes, ensuring compliance with constraints like the ¥200,000 budget and 1-month timeline.
Goal-oriented milestones (e.g., limiting overshoot to 3 times, capping speed at 5 m/s) provided clear direction, reducing disorientation reported in traditional settings. Students frequently referenced these goals in discussions, demonstrating a proactive approach to problem-solving rather than passive adherence to instructions. This aligns with the methodology’s aim to replace "formalism" with purpose-driven learning.
3.3. Integration of Theory and Practice
The step-by-step transition from open-loop to closed-loop control deepened students’ understanding of automatic control logic. When analyzing open-loop limitations—such as vulnerability to wind or electromagnetic interference—students accurately identified scenarios where system instability would occur, citing examples like uncompensated deviations between desired and actual height.
In designing closed-loop systems, most teams effectively integrated sensors to measure and controllers to adjust , directly addressing the need for "real-world automatic control". This practical application solidified their grasp of feedback mechanisms, with 80% of prototypes meeting the specified performance. Additionally, the seamless integration of ideological and political elements—such as emphasizing responsibility in technical design—fostered a sense of purpose beyond technical mastery, aligning with the goal of nurturing well-rounded engineers.
4. Discussion
The results confirm that the teaching innovation centered on UAV control effectively addresses the shortcomings of traditional Principles of Automatic Control education outlined in the report. By anchoring theory in a tangible project, the methodology resolves students’ confusion about the purpose of modeling and differential equations, as evidenced by their improved ability to link mathematical derivations to practical UAV performance (e.g., relating lift force to ascent speed and height). This aligns with the core goal of returning to "meaningful content" and "accessibility," moving beyond the "formalism" and "showy teaching" criticized in conventional approaches. The success in enhancing engagement highlights the value of internal motivation stimulation. The scenario-based UAV project—with its real-world applications (civil, industrial, military) and concrete constraints (budget, timeline, performance)—transformed abstract theory into a mission with clear purpose. This addresses the "why to learn" question, turning passive absorption into active problem-solving, which directly responds to the report’s emphasis on "interest" and "significance" as drivers of learning.
Goal orientation, through step-by-step guidance from open-loop to closed-loop control, clarified the "how to learn" path. Students’ ability to identify open-loop limitations (e.g., vulnerability to wind interference) and design closed-loop systems with sensors reflects mastery of control logic, overcoming the flaw of traditional methods. Additionally, seamless integration of ideological elements fostered responsibility, fulfilling the report’s call for holistic education beyond technical skills. Overall, this innovation proves that using UAVs as a case study, combined with internal motivation and goal orientation, revitalizes teaching by making theory practical, engaging, and meaningful—true to the essence of education advocated in the report.
5. Conclusions
This study confirms that integrating UAV control into Principles of Automatic Control teaching, centered on internal motivation stimulation and goal orientation, effectively returns to educational essence. It resolves students’ confusion about modeling and equation significance, replacing formalism with meaningful, accessible content.
The UAV project enhances engagement by linking theory to civil, industrial, and military applications, fostering confidence in applying knowledge. Goal-oriented steps clarify control logic, from open-loop limitations to closed-loop systems, ensuring genuine understanding of automatic control.
Two potential directions for future research can be considered: 1). First, future work could extend the scenario-based project design to more complex multi-agent systems (e.g., coordinated control of UAV swarms) to investigate how such expansions affect students’ systemic thinking and collaborative problem-solving abilities, thereby enriching the goal-oriented teaching framework. 2). Second, it would be valuable to quantify the long-term impacts of this teaching model—particularly regarding the retention of theoretical knowledge and the transfer of critical thinking skills—through longitudinal tracking of students’ performance in subsequent professional courses or practical engineering projects. This could provide empirical evidence for optimizing the integration of ideological and political elements with technical education.
This work is supported by the 2025 Educational Teaching Research and Reform Project of Maotai Institute "Research on the Construction of Knowledge Graph and the Integration Mechanism of Ability Graph in Curriculum Groups from the Perspective of Engineering Certification - A Case Study of Process Control Curriculum Group" (mtxyjg2025006), the Key Laboratory Construction Project of Guizhou Provincial Colleges and Universities (Qianjiao Ji [2023] No. 029), and the Zunyi Science and Technology Innovation Team Construction Project "Zunyi Liquor Industry Intelligent Science and Technology Innovation Team" (Zun KCTD065).
Conflicts of Interest
The authors declare no conflicts of interest.
References
[1]
Nagy, I., Laufer, E. Energy-Optimized 3D Path Planning for Unmanned Aerial Vehicles. Applied Sciences. 2024, 14(16), 6988.
Franze, G., Lucia, W., Tedesco, F. Resilient Model Predictive Control for Constrained Cyber-Physical Systems Subject to Severe Attacks on the Communication Channels. IEEE Transactions on Automatic Control. 2022, 67(4), 1822-1836.
Li, L. W., Huang, Y. L. Re - examining the Expert Consensus on the Definition of Critical Thinking in the Delphi Report [J]. Foreign Languages in China, 2022, 38(3), 72 - 79.
[5]
López - Jiménez, J. A., García - Hernández, J. L., Ramírez - Martínez, J. R. Active learning to develop disciplinary competencies related to automatic control in engineering curricula using low cost do - it - yourself didactic stations [J]. Frontiers in Education, 2023, 8, 1022888.
Tian, Y. Q., Shi, X. Y., Hu, M. H., et al. Design of PID steering control system based on adaptive unscented Kalman filter [J]. Machine Tool & Hydraulics, 2025, 53(12): 118-128.
[7]
Lei, X. S. Exploration of "Principles of Automatic Control" teaching based on UAV [J]. Journal of Electrical & Electronic Education, 2022, 44(1): 84-86.
[8]
Giordan, D., Adams, M. S., Aicardi, I., et al. The use of unmanned aerial vehicles (UAVs) for engineering geology applications [J]. Bulletin of Engineering Geology and the Environment, 2020, 79: 3437-3481.
Sadi, M. A., Jamali, A. & Abang Kamaruddin, A. M. N. Optimizing UAV performance in turbulent environments using cascaded model predictive control algorithm and Pixhawk hardware. J Braz. Soc. Mech. Sci. Eng. 47, 396 (2025).
Singh, H., Aziz, A. Impact of intelligent learning assistants on creativity of university students: a self-determination theory perspective. Futur Bus J 11, 122 (2025).
Capineri, L. et al. (2019). Scientific and Technical Contributions from Research Projects. In: Capineri, L., Turmuş, E. (eds) Explosives Detection. NATO Science for Peace and Security Series B: Physics and Biophysics. Springer, Dordrecht.
Vieira, C., Magana, A. J., Dasgupta, C., Hassan, S. (2025). Reimagining Engineering Education Through Technology. In: Kandakatla, R., Kulkarni, S., Auer, M. E. (eds) Academic Leadership in Engineering Education. Lecture Notes in Networks and Systems, vol 1097. Springer, Cham.
Tormey, R., Bellocchi, A., Bøgelund, P. et al. Emotions in Engineering Ethics Education: Systematic Review and Ways Forward. Sci Eng Ethics 31, 21 (2025).
Zhang, Y., Zhang, M., Wu, L. et al. Digital Transition Framework for Higher Education in AI-Assisted Engineering Teaching. Sci & Educ 34, 933-954 (2025).
Xiaoyong, L., Chengbin, Z., Xiaoliu, Y. (2025). Teaching Innovation in "Principles of Automatic Control" Based on UAV Control: Focusing on Internal Motivation and Goal Orientation. Education Journal, 14(4), 213-217. https://doi.org/10.11648/j.edu.20251404.17
Xiaoyong, L.; Chengbin, Z.; Xiaoliu, Y. Teaching Innovation in "Principles of Automatic Control" Based on UAV Control: Focusing on Internal Motivation and Goal Orientation. Educ. J.2025, 14(4), 213-217. doi: 10.11648/j.edu.20251404.17
Xiaoyong L, Chengbin Z, Xiaoliu Y. Teaching Innovation in "Principles of Automatic Control" Based on UAV Control: Focusing on Internal Motivation and Goal Orientation. Educ J. 2025;14(4):213-217. doi: 10.11648/j.edu.20251404.17
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author = {Liu Xiaoyong and Zeng Chengbin and Yang Xiaoliu},
title = {Teaching Innovation in "Principles of Automatic Control" Based on UAV Control: Focusing on Internal Motivation and Goal Orientation
},
journal = {Education Journal},
volume = {14},
number = {4},
pages = {213-217},
doi = {10.11648/j.edu.20251404.17},
url = {https://doi.org/10.11648/j.edu.20251404.17},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20251404.17},
abstract = {Against the backdrop of formalism and "showy" teaching in education, this paper proposes a teaching innovation for the course "Principles of Automatic Control" that returns to the essence of teaching, emphasizing meaningful content, accessibility, and the cultivation of students' confidence, independent thinking, and critical thinking, while rejecting internal friction and pointless rhetoric. The innovation centers on two key aspects: stimulating internal motivation and adopting goal orientation, with unmanned aerial vehicle (UAV) control as the research object. To address the question of "why to do it" and stimulate internal motivation, a scenario-based UAV development project is designed where students are tasked with developing a system with specific goals, including designing height control algorithms (with overshoot no more than 3 times and maximum speed no more than 5 m/s), developing a prototype within 1 month with a budget of 200,000 RMB, and applying it in civil and industrial fields. For the question of "how to do it" and guided by goal orientation, the teaching proceeds step-by-step from basic analysis to modeling, clarifying the significance of modeling, solving equations, and analyzing results to address students' confusion, covering the limitations of open-loop control (such as instability and vulnerability to interference) and introducing closed-loop control with sensors and controllers. Additionally, ideological and political elements are seamlessly integrated, helping students master theoretical tools, build confidence in application, and develop problem-solving abilities, making the course more meaningful and inspiring.},
year = {2025}
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TY - JOUR
T1 - Teaching Innovation in "Principles of Automatic Control" Based on UAV Control: Focusing on Internal Motivation and Goal Orientation
AU - Liu Xiaoyong
AU - Zeng Chengbin
AU - Yang Xiaoliu
Y1 - 2025/08/16
PY - 2025
N1 - https://doi.org/10.11648/j.edu.20251404.17
DO - 10.11648/j.edu.20251404.17
T2 - Education Journal
JF - Education Journal
JO - Education Journal
SP - 213
EP - 217
PB - Science Publishing Group
SN - 2327-2619
UR - https://doi.org/10.11648/j.edu.20251404.17
AB - Against the backdrop of formalism and "showy" teaching in education, this paper proposes a teaching innovation for the course "Principles of Automatic Control" that returns to the essence of teaching, emphasizing meaningful content, accessibility, and the cultivation of students' confidence, independent thinking, and critical thinking, while rejecting internal friction and pointless rhetoric. The innovation centers on two key aspects: stimulating internal motivation and adopting goal orientation, with unmanned aerial vehicle (UAV) control as the research object. To address the question of "why to do it" and stimulate internal motivation, a scenario-based UAV development project is designed where students are tasked with developing a system with specific goals, including designing height control algorithms (with overshoot no more than 3 times and maximum speed no more than 5 m/s), developing a prototype within 1 month with a budget of 200,000 RMB, and applying it in civil and industrial fields. For the question of "how to do it" and guided by goal orientation, the teaching proceeds step-by-step from basic analysis to modeling, clarifying the significance of modeling, solving equations, and analyzing results to address students' confusion, covering the limitations of open-loop control (such as instability and vulnerability to interference) and introducing closed-loop control with sensors and controllers. Additionally, ideological and political elements are seamlessly integrated, helping students master theoretical tools, build confidence in application, and develop problem-solving abilities, making the course more meaningful and inspiring.
VL - 14
IS - 4
ER -
Xiaoyong, L., Chengbin, Z., Xiaoliu, Y. (2025). Teaching Innovation in "Principles of Automatic Control" Based on UAV Control: Focusing on Internal Motivation and Goal Orientation. Education Journal, 14(4), 213-217. https://doi.org/10.11648/j.edu.20251404.17
Xiaoyong, L.; Chengbin, Z.; Xiaoliu, Y. Teaching Innovation in "Principles of Automatic Control" Based on UAV Control: Focusing on Internal Motivation and Goal Orientation. Educ. J.2025, 14(4), 213-217. doi: 10.11648/j.edu.20251404.17
Xiaoyong L, Chengbin Z, Xiaoliu Y. Teaching Innovation in "Principles of Automatic Control" Based on UAV Control: Focusing on Internal Motivation and Goal Orientation. Educ J. 2025;14(4):213-217. doi: 10.11648/j.edu.20251404.17
@article{10.11648/j.edu.20251404.17,
author = {Liu Xiaoyong and Zeng Chengbin and Yang Xiaoliu},
title = {Teaching Innovation in "Principles of Automatic Control" Based on UAV Control: Focusing on Internal Motivation and Goal Orientation
},
journal = {Education Journal},
volume = {14},
number = {4},
pages = {213-217},
doi = {10.11648/j.edu.20251404.17},
url = {https://doi.org/10.11648/j.edu.20251404.17},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20251404.17},
abstract = {Against the backdrop of formalism and "showy" teaching in education, this paper proposes a teaching innovation for the course "Principles of Automatic Control" that returns to the essence of teaching, emphasizing meaningful content, accessibility, and the cultivation of students' confidence, independent thinking, and critical thinking, while rejecting internal friction and pointless rhetoric. The innovation centers on two key aspects: stimulating internal motivation and adopting goal orientation, with unmanned aerial vehicle (UAV) control as the research object. To address the question of "why to do it" and stimulate internal motivation, a scenario-based UAV development project is designed where students are tasked with developing a system with specific goals, including designing height control algorithms (with overshoot no more than 3 times and maximum speed no more than 5 m/s), developing a prototype within 1 month with a budget of 200,000 RMB, and applying it in civil and industrial fields. For the question of "how to do it" and guided by goal orientation, the teaching proceeds step-by-step from basic analysis to modeling, clarifying the significance of modeling, solving equations, and analyzing results to address students' confusion, covering the limitations of open-loop control (such as instability and vulnerability to interference) and introducing closed-loop control with sensors and controllers. Additionally, ideological and political elements are seamlessly integrated, helping students master theoretical tools, build confidence in application, and develop problem-solving abilities, making the course more meaningful and inspiring.},
year = {2025}
}
TY - JOUR
T1 - Teaching Innovation in "Principles of Automatic Control" Based on UAV Control: Focusing on Internal Motivation and Goal Orientation
AU - Liu Xiaoyong
AU - Zeng Chengbin
AU - Yang Xiaoliu
Y1 - 2025/08/16
PY - 2025
N1 - https://doi.org/10.11648/j.edu.20251404.17
DO - 10.11648/j.edu.20251404.17
T2 - Education Journal
JF - Education Journal
JO - Education Journal
SP - 213
EP - 217
PB - Science Publishing Group
SN - 2327-2619
UR - https://doi.org/10.11648/j.edu.20251404.17
AB - Against the backdrop of formalism and "showy" teaching in education, this paper proposes a teaching innovation for the course "Principles of Automatic Control" that returns to the essence of teaching, emphasizing meaningful content, accessibility, and the cultivation of students' confidence, independent thinking, and critical thinking, while rejecting internal friction and pointless rhetoric. The innovation centers on two key aspects: stimulating internal motivation and adopting goal orientation, with unmanned aerial vehicle (UAV) control as the research object. To address the question of "why to do it" and stimulate internal motivation, a scenario-based UAV development project is designed where students are tasked with developing a system with specific goals, including designing height control algorithms (with overshoot no more than 3 times and maximum speed no more than 5 m/s), developing a prototype within 1 month with a budget of 200,000 RMB, and applying it in civil and industrial fields. For the question of "how to do it" and guided by goal orientation, the teaching proceeds step-by-step from basic analysis to modeling, clarifying the significance of modeling, solving equations, and analyzing results to address students' confusion, covering the limitations of open-loop control (such as instability and vulnerability to interference) and introducing closed-loop control with sensors and controllers. Additionally, ideological and political elements are seamlessly integrated, helping students master theoretical tools, build confidence in application, and develop problem-solving abilities, making the course more meaningful and inspiring.
VL - 14
IS - 4
ER -
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