Modular stm32 single-chip microcomputer learning system

Abstract

The utility model relates to a modularization STM32 singlechip learning system, contains the mainboard, the right upper part area of mainboard is provided with STM32 main control module, the right lower part area of mainboard is provided with extension interface module, the left side area of mainboard is equipped with the key input module, STM32 main control module is used for providing operation and control ability for the system, a plurality of I / O ports are provided on extension interface module, and the pin function self -definition configuration through STM32CubeMX is supported, the signal end of key input module is pulled up to first VCC pin through 10K row resistance, and is powered through first VCC pin. The system also contains display module, signal processing module, alarm module. The utility model deepens the understanding of various modules of the student, makes the beginner can quickly start, lets the student grasp the ability of completing the project, reduces the learning difficulty of the student, reduces the cost.

Description

Technical Field

[0001] This utility model relates to the field of embedded system development and microcontroller application technology, specifically to a modular STM32 microcontroller learning system. Background Technology

[0002] Traditional microcontroller learning platforms have the following limitations:

[0003] 1. Fixed Function Design: Existing learning platforms often adopt a fixed peripheral integration model (such as LEDs, buttons, displays, etc.). Users cannot flexibly adjust hardware modules according to their needs, which limits the scalability of learning or development.

[0004] 2. High complexity: Beginners are faced with a complete development board circuit. They are susceptible to interference from redundant circuits. It is difficult to focus on learning core functions (such as GPIO, ADC, communication protocols, etc.).

[0005] 3. Lack of standardized interfaces: Peripheral interfaces on development boards from different manufacturers are not standardized. This results in poor module reusability and increases the learning curve.

[0006] The shortcomings of existing technology are:

[0007] 1. The contradiction between flexibility and cost: Existing solutions are difficult to achieve highly flexible module combinations under the premise of low cost.

[0008] 2. Steep learning curve: Non-modular platforms require users to design circuits or debug hardware themselves, which distracts from learning microcontroller programming.

[0009] 3. Lack of instructional adaptability: Most platforms are geared towards developers rather than learners. They are not optimized for teaching scenarios (such as guided lab procedures and error diagnosis). Utility Model Content

[0010] This invention addresses the aforementioned problems by providing a modular STM32 microcontroller learning system. Its purpose is to deepen learners' understanding of various modules, enabling beginners to quickly get started; to empower learners with the ability to complete projects; to reduce the learning difficulty for learners; and to lower costs.

[0011] To solve the above problems, the technical solution provided by this utility model is as follows:

[0012] A modular STM32 microcontroller learning system includes a motherboard; an STM32 main control module is located in the upper right area of ​​the motherboard; an expansion interface module is located in the lower right area of ​​the motherboard; and a button input module is located in the left side area of ​​the motherboard. The STM32 main control module provides computation and control capabilities for the system. The expansion interface module has multiple I / O ports and supports custom pin function configuration via STM32CubeMX. The signal terminals of the button input module are pulled up to the first VCC pin through a 10K resistor array and are powered through the first VCC pin.

[0013] Preferably, the STM32 main control module includes two rows of interfaces; the first row of interfaces, from left to right, includes the first GND pin, the second GND pin, the first 3.3V pin, the R pin, the PB11 pin, the PB10 pin, the PB1 pin, the PB0 pin, the PA7 pin, the PA6 pin, the PA5 pin, the PA4 pin, the PA3 pin, the PA2 pin, the PA1 pin, the PA0 pin, the PC15 pin, the PC14 pin, the PC13 pin, and the VB pin; the second row of interfaces, from left to right, includes the PB12 pin, the PB13 pin, the PB14 pin, the PB15 pin, the PA8 pin, the PA9 pin, the PA10 pin, the PA11 pin, the PA12 pin, the PA15 pin, the PB3 pin, the PB4 pin, the PB5 pin, the PB6 pin, the PB7 pin, the PB8 pin, the PB9 pin, the 5V pin, the third GND pin, the second 3.3V pin, and the R pin. V pin; The STM32 main control module is provided with a USB interface, jumper reset button, STM32C8T6 chip, crystal oscillator, and programmer interface from left to right;

[0014] The programmer interface of the STM32 main control module is electrically coupled to the J-Link programmer via a wire; the J-Link programmer is used for program burning and debugging.

[0015] Preferably, the button input module has 5 tactile buttons, and the tactile buttons are connected in parallel; the first VCC pin, the fourth GND pin, the first button pin, the second button pin, the third button pin, the fourth button pin, and the fifth button pin are arranged sequentially from left to right on the top of the button input module.

[0016] Preferably, the expansion interface module adopts a general DuPont wire interface design; the lower left corner of the expansion interface module is provided with a female busbar and a male busbar connected vertically, the female busbar is directly connected to the screen header pins, and the male busbar is electrically coupled to the STM32 main control module through DuPont wires; the lower right corner of the expansion interface module is provided with 10 second VCC pins and 10 fifth GND pins.

[0017] Preferably, the microcontroller learning system further includes a display module; the display module integrates a 6-pin OLED LCD screen and adopts a standard pin header interface; the display module is plugged into the expansion interface module through the standard pin header interface.

[0018] Preferably, the microcontroller learning system further includes an LED indicator module; the LED indicator module includes a perforated board and multiple LEDs; the LEDs are connected in parallel on the perforated board with a common positive electrode; the LED connection circuit is current-limited by multiple 1k resistors; the LED indicator module is electrically coupled to the PB1 and PB0 pins of the STM32 main control module via DuPont wires.

[0019] Preferably, the microcontroller learning system further includes a signal processing module; the signal processing module includes an AD conversion module for converting analog voltage signals into digital signals and a memory module for implementing data storage and retrieval functions; the AD conversion module is electrically coupled to the PA0 pin, the fifth GND pin, and the second VCC pin; the memory module is electrically coupled to the PA10 pin, the PB11 pin, the fifth GND pin, and the second VCC pin.

[0020] Preferably, the microcontroller learning system further includes an alarm module; the alarm module is a buzzer; the alarm module is electrically coupled to the PA7 pin, the fifth GND pin, and the second VCC pin; the operating voltage of the alarm module is 3.3V~5V, when the alarm module is powered by 3.3V, it is triggered only by a low level, and when the alarm module is powered by 5V, it can be triggered by both high and low levels.

[0021] Compared with the prior art, this utility model has the following advantages:

[0022] 1. Since the core board of this utility model only retains the minimum system of a single-chip microcomputer, and the rest are implemented by modules, it greatly deepens the students' understanding of various modules and enables beginners to get started quickly.

[0023] 2. Because the learning process of this utility model platform allows students to be exposed to hardware design, procurement, soldering, assembly, and software environment installation, they become basically familiar with the development process of embedded projects, thereby enabling students to master the ability to complete projects.

[0024] 3. Because this utility model has complete and detailed learning guidance, and corresponding experimental guidance has been produced through a lot of time verification and experimentation, the learning difficulty for students is reduced.

[0025] 4. Because this utility model adopts a modular design, it increases flexibility. During the learning process, students can flexibly select the modules they need, thereby enabling users to achieve highly flexible module combinations at low cost and reduce costs. Attached Figure Description

[0026] Figure 1 This is a schematic diagram of the button principle of a specific embodiment of the present utility model;

[0027] Figure 2 This is a schematic diagram of the LED lamp design principle according to a specific embodiment of this utility model;

[0028] Figure 3 This is a schematic diagram illustrating the welding effect of an LED lamp according to a specific embodiment of the present invention.

[0029] Figure 4 This is a schematic diagram of a 2D design of a PCB circuit board according to a specific embodiment of this utility model;

[0030] Figure 5 This is a schematic diagram of a 3D design of a PCB circuit board according to a specific embodiment of this utility model;

[0031] Figure 6 This is a schematic diagram of the PCB circuit board design structure of a specific embodiment of this utility model;

[0032] Figure 7 This is a schematic diagram of a modular STM32 microcontroller learning system according to a specific embodiment of this utility model.

[0033] Figure 8 This is a schematic diagram of the STM32F103C8T6 chip according to a specific embodiment of this utility model;

[0034] Figure 9 This is a schematic diagram of the button circuit of a specific embodiment of the present invention;

[0035] Figure 10 This is a schematic diagram of the button in a specific embodiment of this utility model;

[0036] Figure 11 This is a schematic diagram of the downloader circuit of a specific embodiment of the present invention;

[0037] Figure 12 This is a schematic diagram of a downloader according to a specific embodiment of the present invention;

[0038] Figure 13 This is a schematic diagram of the downloader wiring structure according to a specific embodiment of this utility model;

[0039] Figure 14 This is a schematic diagram of the actual wiring of the downloader according to a specific embodiment of this utility model;

[0040] Figure 15 This is a schematic diagram of the front view of the display module according to a specific embodiment of the present invention;

[0041] Figure 16 This is a schematic rear view of the display module according to a specific embodiment of the present utility model;

[0042] Figure 17 This is a schematic diagram of the buzzer circuit principle of a specific embodiment of this utility model;

[0043] Figure 18 This is a schematic diagram of a buzzer according to a specific embodiment of the present invention;

[0044] Figure 19 This is a schematic diagram of the circuit principle of the memory module according to a specific embodiment of the present invention;

[0045] Figure 20 This is a physical schematic diagram of a memory module according to a specific embodiment of the present invention;

[0046] Figure 21 This is a schematic diagram of the USB interface circuit of a specific embodiment of the present invention;

[0047] Figure 22 This is a schematic diagram of a USB interface according to a specific embodiment of the present invention;

[0048] Figure 23 This is a schematic diagram illustrating the installation steps of the downloader driver in a specific embodiment of this utility model;

[0049] Figure 24 This is a schematic diagram illustrating the installation steps of the downloader driver in a specific embodiment of this utility model;

[0050] Figure 25 This is a schematic diagram illustrating the installation steps of the downloader driver in a specific embodiment of this utility model;

[0051] Figure 26 This is a schematic diagram illustrating the installation steps of the downloader driver in a specific embodiment of this utility model;

[0052] Figure 27 This is a schematic diagram of the downloader wiring structure according to a specific embodiment of this utility model;

[0053] Figure 28 This is a schematic diagram of the downloader wiring structure according to a specific embodiment of this utility model;

[0054] Figure 29 This is a schematic diagram illustrating the Keil downloader setup steps for a specific embodiment of this utility model.

[0055] Figure 30 This is a schematic diagram illustrating the Keil downloader setup steps for a specific embodiment of this utility model.

[0056] Figure 31 This is a schematic diagram illustrating the Keil downloader setup steps for a specific embodiment of this utility model.

[0057] Figure 32 This is a schematic diagram illustrating the Keil downloader setup steps for a specific embodiment of this utility model.

[0058] Figure 33 This is a schematic diagram of the LED module wiring in a specific embodiment of this utility model;

[0059] Figure 34 This is a schematic diagram of the LED module wiring in a specific embodiment of this utility model;

[0060] Figure 35 This is a schematic diagram of the LED module wiring in a specific embodiment of this utility model;

[0061] Figure 36 This is a schematic diagram of the LED module code debugging steps in a specific embodiment of this utility model;

[0062] Figure 37 This is a schematic diagram of the LED module code debugging steps in a specific embodiment of this utility model;

[0063] Figure 38 This is a schematic diagram of the LED module code debugging steps in a specific embodiment of this utility model;

[0064] Figure 39 This is a schematic diagram of the LED module code debugging steps in a specific embodiment of this utility model;

[0065] Figure 40 This is a schematic diagram of the LED module code debugging steps in a specific embodiment of this utility model;

[0066] Figure 41 This is a schematic diagram of the LED module code debugging steps in a specific embodiment of this utility model;

[0067] Figure 42 This is a schematic diagram illustrating the LED module code debugging steps of a specific embodiment of this utility model.

[0068] The components are: 100. Motherboard, 200. STM32 main control module, 300. Expansion interface module, 400. Key input module, 500. J-Link programmer, 600. Display module, 700. LED indicator module, 800. Signal processing module, 900. Alarm module, 201. First GND pin, 202. Second GND pin, 203. First 3.3V pin, 204. R pin, 205. PB11 pin, 206. PB10 pin, 207. PB1 pin, 208. PB0 pin, 209. PA7 pin, 210. PA6 pin, 211. PA5 pin, 212. PA4 pin, 213. PA3 pin, 214. PA2 pin, 215. PA1 pin, 2 16. PA0 pin, 217. PC15 pin, 218. PC14 pin, 219. PC13 pin, 220. VB pin, 221. PB12 pin, 222. PB13 pin, 223. PB14 pin, 224. PB15 pin, 225. PA8 pin, 226. PA9 pin, 227. PA10 pin, 228. PA11 pin, 229. PA12 pin, 230. PA15 pin, 231. PB3 pin, 232. PB4 pin, 233. PB5 pin, 234. PB6 pin, 235. PB7 pin, 236. PB8 pin, 237. PB9 pin, 238. 5V pin, 239. Third GND pin, 240. Second 3.3 241. USB interface, 242. Jumper cap reset button, 243. STM32C8T6 chip, 244. Crystal oscillator, 245. Programmer interface, 320. Second VCC pin, 330. Fifth GND pin, 340. Busbar, 350. Male busbar, 401. 10K resistor array, 402. First VCC pin, 403. Fourth GND pin, 404. First button pin, 405. Second button pin, 406. Third button pin, 407. Fourth button pin, 408. Fifth button pin, 410. Tactile button, 710. Perforated board, 720. LED, 730. 1k resistor, 810. AD conversion module, 820. Memory module Detailed Implementation

[0069] The present invention will be further illustrated below with reference to specific embodiments. It should be understood that these embodiments are only for illustrating the present invention and are not intended to limit the scope of the present invention. After reading the present invention, any modifications of the present invention in various equivalent forms by those skilled in the art will fall within the scope defined by the appended claims.

[0070] This utility model application claims protection for a modular STM32 microcontroller learning system, such as Figure 6 , 7As shown, the system includes a motherboard 100; an STM32 main control module 200 is located in the upper right area of ​​the motherboard 100; an expansion interface module 300 is located in the lower right area of ​​the motherboard 100; and a key input module 400 is located in the left side area of ​​the motherboard 100. The STM32 main control module 200 provides computing and control capabilities for the system. The expansion interface module 300 has multiple I / O ports and supports custom configuration of pin functions through STM32CubeMX. The signal terminals of the key input module 400 are pulled up to the first VCC pin 402 through a 10K resistor array 401 and powered through the first VCC pin 402 to ensure stable input.

[0071] It should be noted that, as Figure 4 , 5 As shown in Figure 6, the STM32 main control module 200 includes two rows of interfaces; the first row of interfaces, arranged from left to right, includes the first GND pin 201, the second GND pin 202, the first 3.3V pin 203, the R pin 204, the PB11 pin 205, the PB10 pin 206, the PB1 pin 207, the PB0 pin 208, the PA7 pin 209, the PA6 pin 210, the PA5 pin 211, the PA4 pin 212, the PA3 pin 213, the PA2 pin 214, the PA1 pin 215, the PA0 pin 216, the PC15 pin 217, and the P... C14 pin 218, PC13 pin 219, VB pin 220; the second row of interfaces, from left to right, includes PB12 pin 221, PB13 pin 222, PB14 pin 223, PB15 pin 224, PA8 pin 225, PA9 pin 226, PA10 pin 227, PA11 pin 228, PA12 pin 229, PA15 pin 230, PB3 pin 231, PB4 pin 232, PB5 pin 233, PB6 pin 234, PB7 pin 235, PB8 pin 236, PB9 pin 237.

[0072] The STM32 main control module 200 has a 5V pin 238, a third GND pin 239, and a second 3.3V pin 240. From left to right, it includes a USB interface 241, a jumper reset button 242, an STM32C8T6 chip 243, a crystal oscillator 244, and a programmer interface 245. The right-angle pin header of the programmer interface 245 of the STM32 main control module 200 (3V3, SWD, SWCLK, GND) is electrically coupled to the J-Link programmer 500 via wires. The J-Link programmer 500 is used for program burning and debugging. The STM32 main control module 200 is based on the most common STM32C8T6 minimum system design on the market, providing abundant I / O ports.

[0073] It should be noted that, as Figure 1 ,6 As shown, the button input module 400 has five tactile buttons 410, which are connected in parallel. From left to right, the top of the button input module 400 has the following pins arranged in sequence: first VCC pin 402, fourth GND pin 403, first button pin 404, second button pin 405, third button pin 406, fourth button pin 407, and fifth button pin 408. The button input module 400 provides a user interaction platform.

[0074] It should be noted that, as Figure 4 As shown, the expansion interface module 300 adopts a general DuPont wire interface design. The lower left corner of the expansion interface module 300 has a female busbar 340 and a male busbar 350 connected vertically. The female busbar 340 is directly connected to the screen header pins, with pins from left to right being GND, VCC, SCL, SDA, RES, and DC. The male busbar 350 is electrically coupled to the STM32 main control module 200 via DuPont wires, with pins connected to GND, B5, B6, B7, B8, and VCC. The lower right corner of the expansion interface module 300 has 10 second VCC pins 320 and 10 fifth GND pins 330.

[0075] It should be further noted that the expansion interface module 300 enables flexible interconnection of various functional modules and is compatible with mainstream peripheral modules; in order to solve the power supply problem during the experiment, a rich set of VCC and GND pins has been designed, which significantly improves the system's expansion flexibility.

[0076] It should be noted that the microcontroller learning system also includes a display module 600; the display module 600 integrates a 6-pin OLED LCD screen and uses a standard pin header interface; the display module 600 is connected to the expansion interface module 300 via the standard pin header interface. The display module 600 is used for system status and information visualization and features simple connection and easy replacement.

[0077] It should be noted that, as Figure 2 , 3 As shown, the microcontroller learning system also includes an LED indicator module 700; the LED indicator module 700 includes a perforated board 710 and multiple LEDs 720; the LEDs 720 are connected in parallel with a common positive terminal on the perforated board 710; the LED 720 connection circuit is current-limited by multiple 1k resistors 730; the LED indicator module 700 is electrically coupled to pins PB1 207 and PB0 208 of the STM32 main control module 200 via DuPont wires. The LED indicator module 700 greatly reduces the number of wires required, and students can choose the number of LEDs and solder them themselves, improving their soldering skills; the LED indicator module 700 supports flexible control, and users can customize the flashing mode or logic.

[0078] It should be noted that the microcontroller learning system also includes a signal processing module 800; the signal processing module 800 includes an AD conversion module 810 for converting analog voltage signals into digital signals and a memory module 820 for implementing data storage and retrieval functions; the AD conversion module 810 is electrically coupled to PA0 pin 216, fifth GND pin 330, and second VCC pin 320; the memory module 820 is electrically coupled to PA10 pin 227, PB11 pin 205, fifth GND pin 330, and second VCC pin 320.

[0079] It should be noted that the microcontroller learning system also includes an alarm module 900; the alarm module 900 is a buzzer; the alarm module 900 is electrically coupled to PA7 pin 209, fifth GND pin 330, and second VCC pin 320; the operating voltage of the alarm module 900 is 3.3V~5V. When the alarm module 900 is powered by 3.3V, it is triggered only by a low level; when the alarm module 900 is powered by 5V, it can be triggered by both high and low levels.

[0080] It should be noted that, as shown in Table 1, this utility model includes the following experimental contents:

[0081] Table 1. List of Experimental Steps for the Microcontroller Learning System

[0082]

[0083] It should be noted that, as Figure 8 , 9 As shown in Figures 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, and 22, the specific content of the hardware system cognitive experiment is as follows:

[0084] The component list for the manual soldering module is shown in Table 2:

[0085] Table 2: Component List

[0086]

[0087] It should be further noted that in this experiment, it is important to note that lines other than TXD, RXD, and GND do not need to be connected. TXD and RXD should be connected in a crossover configuration.

[0088] It should be noted that the downloader usage experiment specifically includes the following steps: S100. For example... Figure 23 As shown, navigate to the relevant directory and open the driver file. S200. Figure 24 , 25 As shown in Figure 26, select the settings as indicated in the figure and click until completion. S300. Figure 27 , 28As shown, connect the J-Link downloader 500 and the STM32 main control module 200 by connecting the four wires respectively. S400. Figure 29 , 30 As shown in Figures 31 and 32, configure Keil. It should be noted that the LED indicator module 700 connection experiment includes the following steps: Sa100. (See Figure 31 and 32 for details.) Figure 33 , 34 As shown in Figure 35, connect the LED indicator module 700. Use 6 LEDs, connected as shown in Table 3:

[0089] Table 3. LED Wiring Table

[0090]

[0091] Sa200, for example Figure 36 , 37 As shown, proceed with downloading and code debugging. Sa300. (The last part is a repetition and can be omitted.) Figure 38 , 39 As shown, after downloading the driver, open Keil 4 or Keil 5 and click as shown in the image. It should be further noted that if problems occur during program debugging, and a file is missing, simply load it. For example... Figure 40 , 41 As shown, Core.h and Core.c can be searched. Directory: ... Libraries\CMSIS\CM3\CoreSupport. Other system configuration files cannot be found: check if the header files in the configuration files include the config.h file. Other problems are generally due to errors in the program code.

[0092] It needs to be further explained that,

[0093] Poor hardware connections can cause many problems. Common issues when installing Keil:

[0094] 1. When reinstalling, be sure to uninstall and clean up completely, and delete all related Keil folders.

[0095] 2. Pay attention to the Keil version and use it with the corresponding installation files; otherwise, various problems may easily occur.

[0096] Systick issue:

[0097] Find the original function and copy it again.

[0098] The problem is that the int is not defined, such as Figure 42 As shown. The specific code is:

[0099] / * exact-width signed integer types * /

[0100] typedef signed char int8_t,int8;

[0101] typedef signed short int int16_t,int16;

[0102] typedef signed int int32_t,int32;

[0103] typedef signed __INT64 int64_t,int64;

[0104] / * exact-width unsigned integer types * /

[0105] typedef unsigned char uint8_t,uint8;

[0106] typedef unsigned short int uint16_t,uint16;

[0107] typedef unsigned int uint32_t,uint32;

[0108] typedef unsigned __INT64 uint64_t,uint64;.

[0109] In the above detailed description, various features are combined together in a single embodiment to simplify this disclosure. This approach to disclosure should not be construed as reflecting an intention that embodiments of the claimed subject matter require more features than are explicitly stated in each claim. Rather, as reflected in the appended claims, the present invention is in a state with fewer features than all of the disclosed individual embodiments. Therefore, the appended claims are hereby clearly incorporated into the detailed description, wherein each claim stands alone as a preferred embodiment of the present invention.

[0110] The disclosed embodiments have been described above to enable any person skilled in the art to implement or use this invention. Various modifications to these embodiments will be apparent to those skilled in the art, and the general principles defined herein can be applied to other embodiments without departing from the spirit and scope of this disclosure. Therefore, this disclosure is not limited to the embodiments given herein, but is consistent with the widest scope of the principles and novel features disclosed in this application.

[0111] The foregoing description includes examples of one or more embodiments. It is certainly impossible to describe all possible combinations of components or methods in order to describe the above embodiments, but those skilled in the art will recognize that further combinations and arrangements of the various embodiments are possible. Therefore, the embodiments described herein are intended to cover all such changes, modifications, and variations that fall within the scope of the appended claims. Furthermore, the term "comprising" as used in the specification or claims is interpreted in a manner similar to the term "including," as interpreted when used as a conjunction in the claims. Additionally, the use of any term "or" in the specification of the claims is intended to mean "non-exclusive or."

[0112] The specific embodiments described above further illustrate the purpose, technical solution, and beneficial effects of this utility model. It should be understood that the above description is only a specific embodiment of this utility model and is not intended to limit the scope of protection of this utility model. Any modifications, equivalent substitutions, improvements, etc., made within the spirit and principles of this utility model should be included within the scope of protection of this utility model.

Claims

1. A modular STM32 microcontroller learning system, characterized in that: The system includes a motherboard (100); an STM32 main control module (200) is located in the upper right area of ​​the motherboard (100); an expansion interface module (300) is located in the lower right area of ​​the motherboard (100); a key input module (400) is located in the left side area of ​​the motherboard (100); the STM32 main control module (200) is used to provide computing and control capabilities for the system; the expansion interface module (300) is provided with multiple I / O ports and supports custom configuration of pin functions through STM32CubeMX; the signal terminal of the key input module (400) is pulled up to the first VCC pin (402) through a 10K resistor array (401) and is powered through the first VCC pin (402).

2. The modular STM32 microcontroller learning system according to claim 1, characterized in that: The STM32 main control module (200) includes two rows of interfaces; the first row of interfaces, arranged from left to right, includes the first GND pin (201), the second GND pin (202), the first 3.3V pin (203), the R pin (204), the PB11 pin (205), the PB10 pin (206), the PB1 pin (207), the PB0 pin (208), the PA7 pin (209), the PA6 pin (210), the PA5 pin (211), the PA4 pin (212), the PA3 pin (213), the PA2 pin (214), the PA1 pin (215), the PA0 pin (216), the PC15 pin (217), the PC14 pin (218), and the PC13 pin (219). 219), VB pin (220); The second row of interfaces, arranged from left to right, includes PB12 pin (221), PB13 pin (222), PB14 pin (223), PB15 pin (224), PA8 pin (225), PA9 pin (226), PA10 pin (227), PA11 pin (228), PA12 pin (229), PA15 pin (230), PB3 pin (231), PB4 pin (232), PB5 pin (233), PB6 pin (234), PB7 pin (235), PB8 pin (236), PB9 pin (237), 5V pin (238), third GND pin (239), and second 3.

3. V pin (240); The STM32 main control module (200) is provided with a USB interface (241), a jumper reset button (242), an STM32C8T6 chip (243), a crystal oscillator (244), and a programmer interface (245) from left to right; The programmer interface (245) of the STM32 main control module (200) is electrically coupled to the J-Link programmer (500) through a wire; The J-Link programmer (500) is used for program burning and debugging.

3. The modular STM32 microcontroller learning system according to claim 2, characterized in that: The key input module (400) is provided with 5 tactile buttons (410), and each of the tactile buttons (410) is connected in parallel; the key input module (400) is arranged from left to right on the top of the first VCC pin (402), the fourth GND pin (403), the first key pin (404), the second key pin (405), the third key pin (406), the fourth key pin (407), and the fifth key pin (408).

4. The modular STM32 microcontroller learning system according to claim 3, characterized in that: The expansion interface module (300) adopts a general DuPont wire interface design; the lower left corner of the expansion interface module (300) is provided with a female busbar (340) and a male busbar (350) connected vertically. The female busbar (340) is directly connected to the screen pin header, and the male busbar (350) is electrically coupled to the STM32 main control module (200) through DuPont wires; the lower right corner of the expansion interface module (300) is provided with 10 second VCC pins (320) and 10 fifth GND pins (330).

5. The modular STM32 microcontroller learning system according to claim 4, characterized in that: The microcontroller learning system also includes a display module (600); the display module (600) integrates a 6-pin OLED LCD screen and adopts a standard pin header interface; the display module (600) is plugged into the expansion interface module (300) through the standard pin header interface.

6. The modular STM32 microcontroller learning system according to claim 5, characterized in that: The microcontroller learning system also includes an LED indicator module (700); the LED indicator module (700) includes a perforated board (710) and multiple LEDs (720); the LEDs (720) are connected in parallel on the perforated board (710) with a common positive electrode; the LED (720) connection circuit is current-limited by multiple 1k resistors (730); the LED indicator module (700) is electrically coupled to the PB1 pin (207) and the PB0 pin (208) of the STM32 main control module (200) through DuPont wires.

7. The modular STM32 microcontroller learning system according to claim 6, characterized in that: The microcontroller learning system also includes a signal processing module (800); the signal processing module (800) includes an AD conversion module (810) for converting analog voltage signals into digital signals and a memory module (820) for implementing data storage and retrieval functions; the AD conversion module (810) is electrically coupled to the PA0 pin (216), the fifth GND pin (330), and the second VCC pin (320); the memory module (820) is electrically coupled to the PA10 pin (227), the PB11 pin (205), the fifth GND pin (330), and the second VCC pin (320).

8. The modular STM32 microcontroller learning system according to claim 7, characterized in that: The microcontroller learning system also includes an alarm module (900); the alarm module (900) is a buzzer; the alarm module (900) is electrically coupled to the PA7 pin (209), the fifth GND pin (330), and the second VCC pin (320); the operating voltage of the alarm module (900) is 3.3V~5V, when the alarm module (900) is powered by 3.3V, it is only triggered by a low level, and when the alarm module (900) is powered by 5V, it can be triggered by both high and low levels.

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