对分课堂视域下“高频电子线路”课程教学改革与实践

Teaching Reform and Practice of High-Frequency Electronic Circuits Course from the Perspective of PAD Class

摘要: 高频电子线路作为电子信息类专业的主干必修课，长期面临“难教、难学、难用”的三重困境。传统讲授式教学模式难以有效激发学生的学习主动性，理论与实践脱节、知识碎片化等问题突出。对分课堂作为一种新型本土化教学范式，通过“讲授–独学–讨论–对话”四元结构，实现了教师主导与学生主体的有机统一，为突破高频电子线路课程的教学瓶颈提供了理论支撑与实践路径。本文结合高频电子线路的课程特性，构建了“课前导学–精讲留白–独立内化–小组讨论–总结升华–拓展延伸”六环节教学流程，并围绕高频功率放大器、二极管大信号包络检波器等典型教学内容进行了系统的教学设计和案例开发，同时给出了教学效果评估与数据分析结论。教学实践表明，对分课堂模式能够有效激发学生的学习积极性和主动性，促使学生深度学习，提升学生的知识构建能力与工程实践素养。本文还提出了高频课程实施对分课堂的三个关键策略，可为同类课程的教学改革提供参考借鉴。

Abstract: As a core compulsory course for electronic information majors, High-Frequency Electronic Circuits has long been plagued by a threefold dilemma: difficult teaching, difficult learning, and difficult practical application. The traditional lecture-based teaching model fails to effectively stimulate students’ learning initiative, and prominent problems such as disconnection between theory and practice as well as fragmented knowledge remain prevalent. As an innovative localized teaching paradigm, the PAD Class (Presentation-Assimilation-Discussion Class) adopts a four-element framework of “lecturing-individual self-study-group discussion-teacher-student dialogue”, which organically integrates teacher guidance and student-centered learning. It provides theoretical support and practical approaches to break through the teaching bottlenecks of the High-Frequency Electronic Circuits course. Combined with the characteristics of High-Frequency Electronic Circuits, this paper constructs a six-stage teaching procedure: pre-class guided learning-concise lecturing with reserved exploration space-independent knowledge internalization-group discussion-summary and sublimation-extended practice. Systematic teaching designs and teaching cases are developed around typical teaching contents including high-frequency power amplifiers and large-signal diode envelope detectors. In addition, assessment results and data analysis of teaching effectiveness are presented. Teaching practices demonstrate that the PAD Class model can effectively arouse students’ enthusiasm and initiative for learning, promote their in-depth learning, and improve their ability of knowledge construction and engineering practical literacy. This paper further proposes three key strategies for implementing the PAD Class in high-frequency circuit courses, which can serve as references for the teaching reform of similar courses.