OBE理念下电力电子技术课程混合式教学的设计与实践

Design and Practice of Blended Teaching in Power Electronics Course under the OBE Concept

摘要: 电力电子技术兼具理论推导和工程实践要求，传统授课中常出现学生“会算题、不会做设计”的情况。围绕这一问题，本课程先明确知识、能力和价值三个层面的学习成果，再据此调整线上资源、课堂任务和考核方式。线上学习用于器件特性与基本电路的预习，课堂围绕典型变换电路开展分析、仿真和小组讨论，课后通过分层作业继续修正设计。评价同时记录线上学习、课堂表现、实验与仿真任务和期末考试，并把工程规范、数据诚信等要求融入案例和实验。多轮实施后，混合式教学班各目标点达成度较传统教学班约提高5%，学生参与课堂活动的积极性也有所改善。实践说明，OBE可以作为统筹课程目标、学习活动与评价依据的工具，而不是另加一套教学流程。

Abstract: Power electronics technology demands both theoretical derivation and engineering practice, yet in traditional instruction, students often “know how to solve problems but not how to do design”. To address this issue, this course first defines learning outcomes at three levels—knowledge, competence, and values—and then adjusts online resources, classroom tasks, and assessment methods accordingly. Online learning is used for previewing device characteristics and basic circuits; classroom sessions center on analysis, simulation, and group discussions of typical conversion circuits; and after-class tiered assignments further refine design work. Assessment simultaneously covers online learning, classroom performance, laboratory and simulation tasks, and the final exam, while also incorporating engineering standards and data integrity requirements into case studies and experiments. After multiple rounds of implementation, the blended-learning class achieved about 5% higher attainment of each objective than the traditional class, and students’ engagement in classroom activities also improved. Practice shows that OBE can serve as a tool for integrating course objectives, learning activities, and assessment criteria, rather than imposing an additional teaching process on top of the existing one.