As the “heart” of electric cars, the power battery and its management technology (BMS) directly determine the vehicle’s performance, safety, and lifespan, making it a core focus of industrial technological competition. The rapid development in this field imposes extremely high demands on the knowledge structure, practical skills, and innovative literacy of technical talent. Higher vocational education, as the main front for cultivating technical skills, must closely align its curriculum with industry frontiers and actual job requirements. However, traditional teaching in courses like “Electric Car Power Battery and Management Technology” commonly faces several challenges: First, course content lags behind technological advancements, with an overemphasis on theory that weakens connection to real-world tasks such as electric car after-sales services, battery testing and maintenance, and quality management, leading to a disconnect between “post” and “course.” Second, practical teaching often remains at the level of verification experiments, lacking simulation of real work scenarios and complex fault problems, which creates a gap with enterprise practices and high-level skill competitions, resulting in “competition” and “course” separation. Third, teaching evaluation methods are singular, predominantly relying on final written exams, failing to effectively integrate the assessment standards of “1+X” vocational skill level certificates, making it difficult to scientifically measure students’ comprehensive abilities, and thus “certificate” and “course” are mutually exclusive. The integrated education model of “Post-Course-Competition-Certificate” aims to break down these barriers by systematically integrating job skill requirements, course teaching content, competition standards, and certificate assessment points, forming a synergistic educational force. From this perspective, I have conducted in-depth research on teaching model innovation for the “Electric Car Power Battery and Management Technology” course, exploring effective practical paths to provide theoretical references and practical cases for the precise cultivation of high-quality, composite technical talent.
The integrated education of “Post-Course-Competition-Certificate” is not a simple superposition of four elements but an organic, mutually reinforcing ecosystem. “Post” serves as the goal and orientation, referring to specific job clusters in the electric car industry, such as power battery system assembly and testing technicians, battery quality inspectors, after-sales service engineers, and fault diagnosis specialists. By deeply analyzing the vocational abilities required for these target posts, typical work tasks and necessary professional qualities are extracted, clarifying the specific specifications and objectives of talent cultivation. It is the logical starting point and ultimate destination of course development. “Course” is the foundation and carrier, as courses are the core element of talent cultivation and the primary means of imparting knowledge, skills, and qualities. Course reform must be based on the demands of “post,” systematically integrating the requirements of “competition” and “certificate” by incorporating post standards, competition content, and certificate assessment points into the course standards and teaching content, reconstructing the course system, and reforming teaching methods to serve as a bridge connecting “post,” “competition,” and “certificate.” “Competition” acts as a catalyst and enhancer; vocational skill competitions are touchstones and accelerators for testing teaching outcomes and elevating the levels of teachers and students. High-level competitions typically represent the latest technologies and highest skill requirements in the industry. By introducing competition projects, standards, and evaluation methods into daily teaching, it promotes teaching through competition, learning through competition, and reform through competition, stimulating the potential of teachers and students, and aligning teaching content and methods with high standards and practical applications, thus compensating for the shortcomings of conventional teaching. “Certificate” is for verification and certification; the vocational skill level certificates in the “1+X” certificate system are authoritative proofs of learners’ skill levels and key links between academic education and vocational training. The assessment standards of “certificate” originate from enterprise post requirements, and their integration into the teaching evaluation system enables “evaluation through certification” and “integration of books and certificates,” making talent cultivation quality assessment more objective and diverse, aligning with social and enterprise evaluations, and enhancing students’ employment competitiveness. The coupling logic among the four lies in using “post” to define the direction of “course,” using “competition” to improve the quality of “course,” and using “certificate” to verify the effectiveness of “course,” ultimately forming a closed-loop educational system with aligned goals, connected content, coordinated processes, and互通 evaluations.
To address the aforementioned issues, I have constructed a “Post-Course-Competition-Certificate” four-dimensional integrated teaching model and carried out innovative practices in the following aspects. First, course content was reconstructed based on post tasks and integrated with competition and certificate standards. In collaboration with leading electric car enterprises and skill competition experts, competency analyses were conducted for power battery-related job clusters, extracting typical work task modules such as “battery pack replacement and maintenance,” “BMS data monitoring and fault diagnosis,” and “battery performance testing and evaluation.” By benchmarking against the competition rules and scoring standards of the “Electric Car Technology and Service” event in national vocational院校技能大赛s, as well as the assessment requirements of the “Smart Electric Car” vocational skill level certificate (intermediate and advanced), competition projects were transformed into teaching projects, and certificate assessment points were decomposed into teaching knowledge and skill points. Ultimately, this content was integrated and sequenced, breaking the original textbook chapter system and reconstructing it into four progressive teaching modules: “Basic Cognition and Safety Operation,” “Battery System Detection and Maintenance,” “BMS and Fault Diagnosis,” and “Comprehensive Application and Innovation.” Each module includes corresponding theoretical knowledge, skill training, competition elements, and certificate requirements, ensuring a high degree of unity between teaching content and post, competition, and certificate.
| Course Module | Corresponding Post Tasks | Integrated Competition Elements | Aligned Certificate Standards | Core Teaching Content |
|---|---|---|---|---|
| Module 1: Basic Cognition and Safety Operation | Safety protection, tool and equipment recognition | Safety and civilized operation scoring items | 1+X (Intermediate) safety specifications | Battery types, structure, principles; high-voltage safety; specialized tool usage |
| Module 2: Battery System Detection and Maintenance | Battery performance testing, maintenance | Battery assembly and maintenance operations | 1+X (Intermediate) maintenance and testing | Insulation testing, capacity testing, SOC/SOH estimation, balance maintenance |
| Module 3: BMS and Fault Diagnosis | Fault code reading, data analysis and diagnosis | BMS fault diagnosis projects | 1+X (Advanced) fault diagnosis | CAN bus communication, data flow analysis, common fault modes and diagnostic procedures |
| Module 4: Comprehensive Application and Innovation | Technical solution formulation, technology upgrade | Comprehensive fault排除 and innovation | 1+X (Advanced) technical management | Battery system matching, technical solution evaluation, new technologies (e.g., battery swapping) |
In teaching implementation, a “project-led, task-driven” approach was fully adopted, incorporating ideological and political education. Using complete work projects derived from enterprise practices and competition projects as carriers—such as “completing daily maintenance and performance testing of a specific electric car model’s power battery pack”—the knowledge and skill points in the teaching modules were broken down into specific learning tasks. In the classroom, “group collaboration and role-playing” methods were employed to simulate enterprise work scenarios. Teachers acted as technical managers, while students played roles like technicians and quality inspectors, working according to a complete action model: “obtain information – develop plan – make decision – implement plan – check control – evaluate feedback.” Meanwhile, virtual simulation software was utilized to mitigate high-risk practical challenges, followed by reinforcement training on physical benches and actual electric cars, forming a “virtual-simulation-real” progressive practical teaching chain. Ideological and political elements were deeply explored within the course, such as explaining the technological rise of Chinese battery brands to foster national pride and cultural confidence, emphasizing high-voltage operation norms and “6S” management to cultivate craftsmanship and safety awareness, and analyzing battery recycling and environmental issues to establish green development and sustainable concepts.
For the State of Charge (SOC) estimation in electric car batteries, a common formula used in BMS is: $$ SOC(t) = SOC_0 – \frac{1}{Q} \int_0^t i(\tau) d\tau $$ where \( SOC_0 \) is the initial SOC, \( Q \) is the battery capacity in ampere-hours (Ah), and \( i(\tau) \) is the current at time \( \tau \). This integral-based approach accounts for the cumulative effect of current over time, which is crucial for accurate battery management in electric cars. Additionally, the State of Health (SOH) can be expressed as: $$ SOH = \frac{C_{\text{current}}}{C_{\text{rated}}} \times 100\% $$ where \( C_{\text{current}} \) is the current capacity and \( C_{\text{rated}} \) is the rated capacity. This formula helps in assessing the degradation of electric car batteries over time, ensuring reliable performance.
A competitive platform was established to promote learning and teaching through competitions. Skill competitions were fully integrated into the entire teaching process. First, competition training was normalized by forming interest groups or skill clubs for power battery technology, conducting targeted training during extracurricular hours to create an atmosphere where “everyone can compete.” Second, on-campus skill competitions were reformed to directly参照 the modes and standards of provincial and national competitions, making them important platforms for testing daily teaching outcomes. Third, outstanding students were encouraged and selected to participate in high-level skill competitions; through the tempering of competitions, students’ professional skills, psychological qualities, and vocational literacy were greatly enhanced. Simultaneously, instructors, by preparing for and participating in competitions, could keep abreast of the latest industry technological trends and feed them back into teaching, achieving “teaching and learning mutually enhancing.”
Evaluation reform was deepened by integrating books and certificates and adopting多元评价. A多元综合评价 system based on the integration of “Post-Course-Competition-Certificate” was established. The assessment standards of the “1+X” certificate were used as an important basis for course evaluation, attempting to achieve mutual recognition and interchange between course exam scores and certificate assessment scores. In terms of evaluation subjects, enterprise mentor evaluations, competition judge evaluations, student self-evaluations, and peer evaluations were introduced, combined with teacher evaluations, to form a multi-subject approach. In evaluation content, it covered multiple dimensions: theoretical knowledge (30%), skill operation (40%, focusing on operation norms, fault diagnosis logic, etc., referencing competition and certificate standards), vocational literacy (20%, including safety, 6S, teamwork, etc.), and innovative practice (10%, encouraging problem-solving for new issues). In the evaluation process, formative assessment was strengthened, with process records and assessments for the completion of each teaching project, focusing on student growth and progress rather than relying solely on a final exam.
Through teaching practice, this model has preliminarily achieved the following outcomes. First, students’ comprehensive abilities significantly improved. Students’ learning interest and initiative noticeably increased, with hands-on abilities, problem-solving skills, and teamwork capabilities being solidly trained. The award rates in vocational skill competitions and the pass rates for “1+X” certificates saw significant increases. Second, teaching resources were optimized. It promoted the in-depth development of school-enterprise cooperation, jointly building training bases and teaching resource databases closer to production practices. Third, the teaching faculty was tempered. Teachers, through participation in enterprise practices, guiding student competitions, and “1+X” certificate training, enhanced their engineering practical abilities and teaching levels simultaneously, strengthening the construction of “dual-qualified” teachers.
Under the perspective of integrated education of “Post-Course-Competition-Certificate,” innovating the teaching model for the “Electric Car Power Battery and Management Technology” course is an inevitable requirement for responding to industrial upgrading and cultivating high-quality technical talent. By using “post” to define “course,” “competition” to promote “course,” and “certificate” to verify “course,” a four-dimensional integrated teaching model was constructed, effectively solving the disconnection and separation issues in traditional teaching. Through the reconstruction of course content, reform of teaching methods, establishment of competitive platforms, and optimization of evaluation systems, a closed-loop for talent cultivation was formed,切实 enhancing students’ post competency, competition competitiveness, and certificate acquisition abilities, providing replicable experiences and paradigms for the teaching reform of other professional courses in the electric car field. The successful practice of this model holds significant practical meaning for deepening industry-education integration and promoting the connotative development of vocational education.
In the context of electric car battery management, the voltage behavior can be modeled using: $$ V_{\text{bat}} = OCV(SOC) + I \cdot R_{\text{internal}} $$ where \( V_{\text{bat}} \) is the terminal voltage, \( OCV(SOC) \) is the open-circuit voltage as a function of SOC, \( I \) is the current, and \( R_{\text{internal}} \) is the internal resistance. This equation is fundamental for simulating battery performance in electric cars under various load conditions. Furthermore, the energy delivered by the battery over a trip can be calculated as: $$ E = \int V_{\text{bat}} \cdot I dt $$ which is essential for estimating the range and efficiency of electric cars.
| Evaluation Dimension | Weight | Description | Alignment with Post/Competition/Certificate |
|---|---|---|---|
| Theoretical Knowledge | 30% | Assessed via quizzes and exams on core concepts like battery chemistry and BMS algorithms | Based on certificate standards and post requirements for electric car systems |
| Skill Operation | 40% | Practical tasks such as battery testing and fault diagnosis, evaluated using competition rubrics | Directly linked to competition elements and post tasks in electric car maintenance |
| Vocational Literacy | 20% | Includes safety compliance, teamwork, and 6S management during labs | Reflects post demands and competition scoring for electric car environments |
| Innovative Practice | 10% | Projects on real-world problems, e.g., optimizing battery life in electric cars | Encourages certificate-level innovation and competition readiness |
Overall, the integration of “Post-Course-Competition-Certificate” in electric car education not only bridges gaps between theory and practice but also fosters a holistic learning environment. By repeatedly emphasizing key aspects of electric car technology through varied pedagogical tools, this approach ensures that graduates are well-prepared for the evolving demands of the automotive industry, particularly in the realm of sustainable transportation powered by advanced battery systems.