「單元操作（三）」為化材系核心必修課程，涵蓋吸收、汽提、蒸餾及萃取等關鍵分離程序。然而，傳統教學常受限於相平衡、質傳速率及非線性疊代等繁瑣手動計算，致使學生難以直觀掌握設計本質與成本權衡思維。為解決此教學瓶頸，本研究以製程模擬軟體Aspen Plus實踐主題式教學，探討其對提升學生工程設計理解之學習經驗與看法。研究中利用軟體取代繁複運算，引導學生在吸收與汽提塔的連動系統中調配最佳回收率與蒸汽用量，於蒸餾塔設計中權衡理論板數（設備成本）與回流比（操作成本），並納入萃取塔後續溶劑回收的 整體成本考量。前後測問卷結果顯示，學生在「電腦輔助教學能幫助我理解課程內容」之滿意度平均達4.0分（滿分5分），高度認同模擬軟體能顯著協助理解課程內容。本研究成功驗證模擬軟體輔助主題式教學的實務價值，為化材系其他核心必修課程之教學革新提供具體可行之參考典範。

Unit Operations (III) is a fundamental core course for undergraduate students in chemical and materials engineering, focusing on primary separation processes including absorption, stripping, distillation, and extraction columns. However, conventional instruction is often hindered by tedious manual calculations of vapor-liquid equilibria, mass transfer rates, and iterative loops, preventing students from intuitively grasping design principles and cost trade-offs. To address this challenge, this study implemented process simulation software (Aspen Plus) into thematic teaching to enhance students’ conceptual understanding and design capabilities. By replacing cumbersome calculations with simulation tools, students explored operational interactions in paired absorber-stripper systems to balance recovery rates and steam consumption, analyzed the economic trade-off between theoretical stages (capital cost) and reflux ratio (operating cost) in distillation columns, and accounted for downstream solvent recovery costs in extraction processes. Survey findings indicated an average score of 4.0 out of 5.0 regarding the statement that computer-aided instruction facilitated comprehension of course materials. Overall, this study confirms the pedagogical value of simulation-assisted thematic instruction in separation engineering and provides a practical benchmark for curriculum innovation across other core chemical engineering courses.

主題式教學、製程模擬軟體、化工單元操作、分離程序

thematic instruction, process simulation software, unit operations of chemical engineering, separation processes