At present, the commonly used commercial development experimental teaching platforms in China can achieve teaching content including single junction transistor trigger circuit and single-phase half wave controllable rectifier circuit experiments, sawtooth wave synchronous phase-shifting trigger circuit and single-phase bridge fully controlled rectifier and active inverter circuit experiments, three-phase bridge fully controlled rectifier and active inverter circuit experiments, three-phase AC voltage regulation circuit experiments, DC chopping circuit principle experiments, GTO and GTR drive and protection circuit experiments, etc. These experimental contents are mostly confirmatory experiments. The experimental platform for power conversion and control of modern power electronic devices can not only verify the characteristics of modern power electronic devices, the working process of main circuit topologies, and the principles of new control technologies in the power electronic technology course, but also achieve integration from devices to structures to the entire system, providing students with a power electronic system from bottom to top, including various levels. In addition, the experimental platform can also integrate course content such as automatic control principles, computer networks, and programmable controllers to achieve comprehensive exploration experiments mainly focused on power electronics technology, reflecting interdisciplinary and inter course system connections.
In the traditional teaching process of power electronics technology experiments, the teacher focuses on teaching and strives to explain every component or button on the experimental platform in detail, striving to solve all problems within the limited time in the experimental class. In fact, students are always in a passive acceptance position, which greatly hinders their initiative and enthusiasm, and is not conducive to the cultivation of their quality and ability. At the same time, the compression of experimental class hours objectively forces necessary reforms in experimental teaching methods. Therefore, in teaching, teachers should strive to highlight the key and difficult points of experimental content while maintaining the systematicity and completeness of experimental teaching content; Innovate laboratory management methods, maintain the openness and normal operation of experimental platforms, and enable students to freely choose the possibility of conducting experimental operations within a larger time range. In addition, boldly introducing student self-learning methods, that is, carefully selecting a portion of content for students to self-study outside of class. For example, when explaining power quality control devices, the classroom can focus on introducing the working principle, control methods, and application design of parallel active power filters, a typical device, while leaving other types of active filters (including series and hybrid) and other device technologies for students to self-study [5]. In order to urge students to attach importance to experiments, in addition to strict management and multi-party education by teachers during experiments, we introduce content related to experiments in the final exam questions. We usually rate each student's experiment and record the experimental results in a certain proportion in the total course score. Electronic internships and course design are independently assessed, calculated credits, and included in the total credits. In order to ensure fair and reasonable performance evaluation, the performance, results, and tests of students during internships and design are calculated according to a certain proportion. Practice has proven that these means and methods have indeed played a positive role in promoting teaching.