Analysis of the Improvement and Practical Effectiveness of the PAD Class Teaching Model

Abstract

Presentation-Assimilation-Discussion (hereinafter referred to as ‘PAD’) class, as a novelty classroom teaching model, centers on a basic philosophy that teachers’ lecturing and students’ discussion is expected to have a 50-50 split of class time, and students’ self-study and assimilation should be incorporated into presentation and discussion. PAD class can be divided into four teaching sessions: presentation, self-study, peer-to-peer discussion, and teacher-student dialogue. However, in practice, problems arose, especially in peer-to-peer discussion sessions, where students trivialize this new model, as they do not want to discuss, or simply do not know how to discuss, resulting in low-quality discussions. Taking enterprise strategy management courses in practice as an example, this paper put forward corresponding improvement measures. Moreover, the effectiveness of the PAD class model and the improved teaching model was analyzed based on questionnaire statistics. Practices have proven that the PAD class teaching model can make classroom teaching more active. Furthermore, on the basis of the regular PAD class model, raising students’ awareness of the importance of discussion, optimizing grouping methods, establishing a rotating chairman system, and setting suitable discussion topics can all significantly change students’ attitudes for the better and move closer to the teaching goals.