The teaching of sensor and detection technology courses in vocational colleges is usually arranged in the majors of electronics, electromechanics, etc. Through the study of relevant textbooks, it is found that the basic pattern of most of the teaching content of this course is: introduction to sensor principles, derivation of sensor calculation formulas, and introduction to sensor applications. Some textbooks will have more project-based teaching methods, and there will be an additional practical training link [1]. These practical training links use more mature sensor modules, and the main task of students is to have a preliminary understanding of these sensor modules or front-end sensor sensitive components [2]. Obviously, this teaching method can no longer meet the current talent application requirements of the Internet of Things, which has become a mainstream technology. This is especially reflected in the embedded/Internet of Things industry. There are several main reasons for this situation:

1) The current state of technology development in the embedded and IoT industries requires that the teaching of sensor and detection technology courses should focus on sensor application technology, module design composed of sensor sensitive components, and the transmission of data collected by sensor modules to computers [3]. Only in this way can sensor technology be directly provided to the host computer as an application technology, so that it can be used as the front-end information collection part in the IoT information space.

2) The basic node in the information space of the Internet of Things is the computing node [4]. As the terminal node in the information space, this node constitutes the infrastructure of the front-end network of the Internet of Things. It should be noted that the vast majority of computing nodes in heterogeneous networks will be simple networks with sensors, and their basic communication methods are mostly traditional RS232 and RS485 communications. Therefore, the teaching of sensor and detection technology courses is not just about the sensor part alone, but still needs to introduce the communication part.

3) The current majors in sensor and detection technology courses have a great impact on the arrangement of course teaching content. In the sensor courses of electromechanical majors, the emphasis is on the practical knowledge of applied sensors for the purpose of detecting the measured object. This can only be reflected in the reform of textbooks, but not in the actual teaching reform. In the sensor courses of electronic majors, the teaching process focuses on the sensor principles, basic structures, etc. [5]. This method is very suitable for undergraduate students, but it is difficult for students in higher vocational colleges to accept the teaching method that focuses on theory. Moreover, this teaching method does not promote the teaching task of training students in higher vocational colleges and universities with the primary goal of acquiring skills.

4) The rapid development of the Internet of Things industry has had a huge impact on traditional industries. The original independent sensor functions can no longer meet the needs of the Internet of Things industry. Since these isolated points do not have communication capabilities, they cannot be added to the sensor network of the Internet of Things as the front end of information collection [6]. Therefore, in the teaching process of sensor and detection technology, from textbook reform to curriculum reform, it is required to add communication and computer content as a way to expand its ability to be the front-end information sensor network of the Internet of Things.

5) In the teaching of sensor and detection technology courses in embedded system engineering and Internet of Things application technology majors in higher vocational and technical colleges, traditional teaching models and teaching methods are difficult to apply. The sensor and detection technology courses affiliated to the electronic engineering major have a relatively deep teaching content and are difficult to apply due to their strong isolation of technology; while the sensor and detection technology courses of electromechanical majors emphasize the application of independent sensor modules. If similar teaching methods for computer majors are adopted, it is obvious that students of computer majors in higher vocational and technical colleges will not be able to accept them.

In summary, in the process of opening sensor and detection technology courses in computer majors in vocational colleges, it is necessary to choose teaching methods and means that are biased towards computer direction. In particular, the design and implementation of supporting experimental circuits has become an issue that needs to be focused on. In response to this problem, this paper designs and implements a set of teaching experimental circuits for embedded and Internet of Things majors in computer direction.