To address the persistent challenges in the “Circuit Analysis” laboratory course-characterized by perfunctory preparation, superficial practice, and a lack of innovation—this paper proposes and implements a blended teaching reform centered on “virtual-real integration and competency orientation.” The new framework systematically restructures the instructional process into three integrated stages: pre-class, in-class, and post-class. Taking the experiment on “Measuring Active and Reactive Power in Three-Phase Circuits” as a case study, the model deeply integrates the Rain Classroom smart tool with the Multisim simulation platform, creating a closed-loop pedagogical cycle of “simulation-based preparation, hands-on exploration, and design-oriented extension.” The pre-class phase uses Multisim for theoretical visualization and preliminary inquiry. The in-class phase involves comparing simulation results with physical circuit measurements to deepen understanding of practical engineering issues. The post-class phase assigns open-ended design tasks to foster problem-solving and innovative thinking. This reform effectively transforms the traditional teacher-led model into a student-centered paradigm of active inquiry and application. The results demonstrate that this approach significantly enhances teaching quality and learning outcomes, while also establishing a replicable and scalable new paradigm for experimental education that provides a practical solution to common challenges in foundational engineering courses.
Li et al. (Fri,) studied this question.