研究者身為電子科教師多年教學發現，在教授直流偏壓電路單元時，由於電路圖的抽象概念，導致大多數電機與電子群學生無法轉換應用，最後只能被迫放棄學習。為提升學生學習簡易性，本研究嘗試將抽象電路圖概念實體化，自製一套簡易直流偏壓電路教具，讓學生達到做中學、學中思，提升學習成效。
相較傳統教具，本自製教學教具不受時間、地點限制，故電子與電機群的學生可以將教具帶著走，無論學生在什麼地方和同儕討論或課後複習，有效提升學生學習行動力。透過做中學、學中思的概念，藉由動手做、練習而吸收，成功將短期記憶轉換為長期記憶，顯著提升學生學習。
本自製教具相較傳統測量儀器有以下大突破：
一、教具成本低（約相差14倍）。
二、教具重量輕（約相差27倍）。
三、教具體積小（約相差13倍）。
四、具有行動力，不受時間、地點限制。

As an electronic engineering teacher for many years, when teaching the DC bias circuit unit, researcher discoveries that most electrical engineering and electronic engineering group students can’t convert or apply due to the abstract concept of circuit diagrams. As a result, many students have no choice but to give up learning. To improve students' learning simplicity, researcher makes a simple DC bias circuit teaching box to materialize the concept of abstract circuit diagrams, so that students can achieve and improve their learning effectiveness by doing and thinking by learning.
Compared with traditional teaching aids, this self-devised teaching box is free from time limits and location restrictions, so students can carry the teaching box with them no matter where they discuss with their peers or review after-school. It effectively improves students learning motivation. Owing to learning by doing, thinking by learning, students can absorb and convert short-term memory into long-term memory through DIY and practice. The self-devised teaching box significantly improves students’ learning.
Compared with traditional measuring instruments, the self-devised teaching box has the following big breakthrough:
1. It costs down (about 14 times the price).
2. It is lighter (about 27 times the weight).
3. It is smaller (about 13 times the volume).
4. It is mobile, free from time limits and location restrictions.

中文部分
何翠華（2000）。翰林「九年一貫課程」各領域研究與發展：「國語科」 教學媒體－教具的應用。翰林文教雜誌，10，12-15。
李志文、陳世昌（2015）。電子學實習Ⅰ。新北市：台科大圖書。
周宴安、劉威德（2004）。國小英語教師對教具之看法及較常使用教具之類型—以彰化縣市四所國小為例。中州學報，20，243-263。
林敏宜、楊素玲（2000）。實用教具的設計與製作。臺北市：啟英文化。
林進材（2000）。教學理論與方法。臺北市：五南圖書。
高廣孚（1976）。杜威教育思想。臺北市：水牛。
張春興（2002）。教育心理學-三化取向的理論與實踐。臺北市：東華。
教育部電機與電子群科中心學校（2016）。電機與電子群科中心學校。 取自http:// www.tcivs.tc.edu.tw/ischool/publish_page/122/
郭怡然（2015年2月）。我的孩子是「動覺觸覺學習型」？春動季刊網。取自http://www.cgds.com.tw/2015-spring-move/content_4.html
郭春在、卓素慧（2008）。從認知發展觀點探討教具設計原則之研究。應用藝術與設計學報，3，27-36。
陳沛涵（2007）。屏東縣國小教師使用國語科教具教學需求、意願與滿意度之研究（未出版之碩士論文）。國立屏東教育大學，屏東。
黃政傑（1991）。教育理念革新。臺北市：心理。
歐陽教（1995）。教育哲學導論。臺北市：文景。
蔡朝洋、蔡承佑（2015）。電子學I。新北市：全華圖書。

英文部分
Babadogan, C., & Ünal, F. (2011). Examples of instructional design for social studies according to meaningful learning and information processing theories. Procedia - Social and Behavioral Sciences, 15, 2155-2158.
Campigotto, R., McEwen, R., & Demmans Epp, C. (2013). Especially social: Exploring the use of an iOS application in special needs classrooms. Computers & Education, 60(1), 74-86.
Dale, E. (1969). Audiovisual methods in teaching (3rd ed.). New York: The Dryden Press.
Hong, J., Nguyen, T. V., & Prose, N. S. (2013). Compassionate care: Enhancing physician–patient communication and education in dermatology: Part II: Patient education. Journal of the American Academy of Dermatology, 68(3), 364.e1-364.e10.
Jamian, A. R., & Baharom, R. (2012). The application of teaching aids and school supportive factors in learning reading skill among the remedial students in under enrolment schools. Procedia - Social and Behavioral Sciences, 35, 187-194.
Rasul, S., Bukhsh, Q., & Batool, S. (2011). A study to analyze the effectiveness of audio visual aids in teaching learning process at uvniversity level. Procedia - Social and Behavioral Sciences, 28, 78-81.