Abstract: The course principles of programmable logic devices features strong theoretical and practical attributes. To address the long-standing issue of theory-practice disconnection in its traditional teaching at universities, this paper proposes a trinity teaching reform framework integrating “problem guidance - modular progressive practice teaching - learning-by-doing” , taking the opportunity of constructing first-class undergraduate courses. Aligned with societal demands, the framework stimulates students'intrinsic motivation for exploration and establishes a closed-loop teaching paradigm consisting of core problem-driven initiation → sub-module decomposition → stepwise practical training → achievement-oriented feedback. The implementation of scenario-based experiments verifies that this learning model can transforms students from passive knowledge recipients into active knowledge constructors.

Key words: Learning-by-doing, Programmable logic devices, Progressive practice, Problem-guided, Modular teaching, Teaching closed loop