Notice of RetractionThe Reform and Practice of Theory-Based Engineering Courses

Notice of Retraction

After careful and considered review of the content of this paper by a duly constituted expert committee, this paper has been found to be in violation of IEEE´s Publication Principles.

We hereby retract the content of this paper. Reasonable effort should be made to remove all past references to this paper.

The presenting author of this paper has the option to appeal this decision by contacting TPII@ieee.org.

Engineering courses concerning theories are usually hard and not very interesting, while college students from the third category usually lack motivation to learn. When they take theory-based engineering courses, quite unsatisfactory learning results become common among them. This essay, in accord with the characteristic of college students from the third category, together with a scientific research thinking, puts forward a reform of the arrangement of course assignments: The teacher assigns a question and requires the students to conclude what learning point there is in this exercise and find a question with the same learning point in another book in reference and finally match the two questions. After some time of practicing it, this method has been proved to deepen students´ understanding of the main learning points in the course, bring interest of thinking to students and stimulate students´ motivation to learn.