“BOPPPS + 对分”教学模式在中职《电工技术基础与技能》中的应用研究

The Application of “BOPPPS + PAD Class” in the Teaching of “Electrical Technology Fundamentals and Skills” for Secondary Vocational Education

摘要: 中职《电工技术基础与技能》课程理论性和专业性较强，绝大多数教师在教学过程中采用传统教学方式，往往会使学生处于被动学习状态，学生课堂参与度与课程教学质量较低。针对这一问题，本研究将“BOPPPS + 对分”教学模式应用于课程教学，实践上将“对分课堂”的三个环节与BOPPPS模式中的参与式学习阶段相结合。于2024~2025第一学期在某中职学校开展教学改革实践，对比实验班与对照班的成绩发现，实验班学生的学习效果显著优于对照班。这表明“BOPPPS + 对分”教学模式能够显著增强教学效能，激发学生的学习自主性，为中职《电工技术基础与技能》课程教学改革提供了新的借鉴思路和方法。

Abstract: The course “Fundamentals and Skills of Electrical Engineering Technology” at secondary vocational education has strong theoretical and practical content. Most instructors primarily use traditional teaching methods which often lead to passive learning among students, low classroom engagement, and suboptimal instructional quality. In addressing this educational issue, this study implemented the “BOPPPS + PAD Class” (Preparation, Assimilation, Discussion) teaching model. Specifically, the three phases of the PAD Class framework were integrated into the participatory learning stage of the BOPPPS model. A teaching experiment was conducted in the first semester of 2024~2025 academic years at a secondary vocational school. Comparative analysis between the experimental class and the control class revealed that students in the experimental class achieved significantly superior learning outcomes. These findings demonstrate that the “BOPPPS + PAD Class” model can substantially enhance pedagogical efficacy, stimulate students’ learning autonomy, and provide novel insights and methodologies for reforming the teaching of “Fundamentals and Skills of Electrical Engineering Technology” at secondary vocational education.