Inquiry teaching mode is consistent with the CDIO “integration” training philosophy. It meets the requirements of CDIO standard 8 and is inherently embedded in the CDIO syllabus. Partial intended learning outcomes required by the CDIO syllabus can be realized using inquiry teaching mode. This paper takes embedded system teaching as an example, firstly introduces the differences between traditional teaching mode and inquiry teaching mode, and inquiry teaching mode is how to meet the CDIO syllabus. Then different inquiry teaching approaches are adopted according to the characteristics of embedded system course and embedded system project, i.e., problem-based inquiry learning to theory and basic concept, case-based discussion learning to the software and hardware design of embedded system, and project-based participatory learning to experiment and curriculum design. The practice shows that inquiry teaching mode can enhance students’ learning initiative and abilities of active learning, innovation, communication and teamwork, and promote students’ engineering quality．It can be used as effective carrier for CDIO engineering education reform, and provides references for solving some existed problems in engineering education.
Proceedings of the 11th International CDIO Conference, Chengdu, China, June 8-11 2015