導入實作與業師協同教學之混合型PAD教學模式以提升學生對電力電子學之學習動動機與成效

Abstract

本計畫欲藉由PAD教學模式強化學習者吸收內化的過程，並透過實作以及業師分享的環節讓理論知識得以實踐、具象化，以達到提升學習動機以及學習成效的目標。PAD教學模式是由講授(Presentation)、內化吸收(Assimilation)和討論(Discussion)所組成，又被簡稱為PAD教學，其基本精神為鼓勵學生獨立思考，著重在學習的自主性和教學的互動性。因此，本計畫針對電機系電力組之專業選修課「電力電子學」實施PAD教學模式，執行重點包含:在課程開始時利用輔助軟體Padlet便利貼作為課堂互動的開端，讓同學減少發問的心理負擔，輕鬆地加入討論環節。而在下課前的20分鐘利用互動軟體Kahoot設計當日課程重點問答，確認同學對關鍵知識的掌握度。此外，於課後藉由專案執行以及業師分享讓同學以不同面向認識電力電子相關之專業技術。最後，透過問卷調查得知，於修課前主要因資訊落差導致學生對電力組的內容與發展方向理解不足，因而造成學習興趣低落。而在學期結束後，針對所提之PAD教學方式對同學的學習成效以及學習動機之影響進行評估，調查結果顯示有70%以上的同學認為透過此課程後對於電力電子技術新知更有興趣且提高投入電力電子相關產業與研究主題的意願。 This project aims to enhance learners’ knowledge absorption and internalization through the PAD teaching model, and to make theoretical knowledge more practical and concrete through hands-on activities and industry expert sharing. The goal is to improve students’ learning motivation and outcomes. The PAD model—comprising Presentation, Assimilation, and Discussion—encourages independent thinking, emphasizes learning autonomy, and promotes interactive teaching. This project implements the PAD teaching model in the professional elective course Power Electronics for students in the Power Division of the Department of Electrical Engineering. Key implementation strategies include: using the interactive tool Padlet at the beginning of class to lower the psychological barrier to asking questions and encourage participation in discussion; using Kahoot in the last 20 minutes of each class for interactive quizzes that reinforce key concepts; and incorporating project-based learning and industry expert sessions after class to expose students to various aspects of power electronics technologies. Survey results indicated that prior to the course, many students lacked understanding of the power field due to information gaps, which led to low interest in the subject. By the end of the semester, more than 70% of students reported increased interest in power electronics and a stronger willingness to engage in related industries or research topics, demonstrating the effectiveness of the PAD-based instructional approach on learning motivation and achievement.