As an instructor deeply involved in vocational education, I have witnessed the pressing need to align our teaching practices with the rapid evolution of the automotive industry, particularly under the “Dual Carbon” goals aimed at addressing climate change and promoting ecological civilization. The transition to new energy vehicles (NEVs) is pivotal, and it demands a workforce equipped with high-quality, composite skills. However, I have observed that the current training quality in some vocational colleges for NEV technology professionals often falls short of industry expectations, especially in core courses like the maintenance of power batteries and their management systems. This course, which focuses on the battery management system (BMS), is critical due to its专业性 and practicality, yet students frequently show low engagement and limited hands-on opportunities. Therefore, I embarked on a comprehensive teaching reform to enhance knowledge acquisition, problem-solving abilities, innovation, and overall competency. In this article, I will detail the issues, reforms, and outcomes from my first-person perspective, incorporating tables and formulas to summarize key aspects.
The battery management system (BMS) is the brain of an NEV’s power system, responsible for monitoring, controlling, and optimizing battery performance. Its complexity necessitates a robust educational approach. Before the reform, I identified several core problems in the course “New Energy Vehicle Power Battery and Management System Maintenance.” These issues hindered effective learning and skill development, which I summarize in the table below.
| Problem Area | Specific Issues | Impact on Students |
|---|---|---|
| Content Design | Lack of integration of new technologies and standards; limited access to latest equipment and车型. | Skills gap between coursework and actual job requirements. |
| Teaching Process | Over-reliance on teacher-centered lectures; minimal student interaction; inadequate use of digital platforms for deep learning; scarcity of real-world cases and practical操作. | Reduced autonomy, creativity, and practical problem-solving abilities. |
| Evaluation Methods | Over-dependence on final exams and superficial平时成绩; neglect of application skills and critical thinking. | Encouragement of rote memorization over comprehensive understanding and innovation. |
To address these, I initiated a multi-faceted reform centered on the battery management system (BMS). First, I revamped the content by restructuring it into four projects based on typical job tasks, industry standards like GB 38031—2020 and GB 18384—2020, and skill competition requirements. This ensures alignment with real-world battery management system maintenance scenarios. The projects are outlined in the following table.
| Project Number | Project Title | Key Focus | Learning Outcomes |
|---|---|---|---|
| 1 | Power Battery System Cognition | Fundamental understanding of battery components and BMS architecture. | Grasp basic structure and principles of the battery management system. |
| 2 | Power Battery Pack Fault Maintenance | Hands-on diagnosis and repair of battery pack issues. | Develop skills to troubleshoot pack-level faults using BMS data. |
| 3 | Power Battery System Fault Maintenance | Systematic repair of integrated battery and BMS faults. | Enhance ability to analyze and fix complex system failures. |
| 4 | Power Battery Cascade Utilization | Sustainable practices for battery reuse and recycling. | Understand post-life applications and environmental considerations. |
Throughout these projects, I integrated思政 elements, such as工匠精神, to foster a sense of responsibility and excellence. For instance, when teaching about BMS safety protocols, I emphasize the importance of precision and adherence to standards, which cultivates a quality-oriented mindset.
Next, I reformed the teaching objectives to be measurable and aligned with industry needs. The goals span three dimensions—quality, knowledge, and ability—forming a “three views, three understandings, three abilities” framework. This is encapsulated in the table below, highlighting how the battery management system (BMS) is central to each aspect.
| Dimension | Specific Objectives | Relation to BMS |
|---|---|---|
| Quality | Develop correct职业观,质量观,诚信观 (professional, quality, and integrity views). | Ensuring ethical handling of BMS diagnostics and repairs. |
| Knowledge | Achieve懂结构,懂原理,懂方法 (understand structure, principles, and methods). | Comprehending battery management system architecture, operational theories, and troubleshooting techniques. |
| Ability | Attain能拆装,能检查,能总结 (able to disassemble, inspect, and summarize). | Performing physical and digital inspections of BMS components and documenting findings. |
To achieve these objectives, I overhauled the teaching process. I adopted a student-centered approach with a “six-step” method that integrates learning, practice, and application. The steps are: pre-class guidance, in-class demonstration, guided practice, interactive exploration, summary evaluation, and post-class application. This cycle is designed to enhance engagement and mastery of battery management system concepts. For example, in Project 2 on battery pack faults, I start with a pre-class online discussion on common BMS error codes, followed by in-class hands-on diagnostics using real NEV batteries, and conclude with a小组汇报 on findings.
Information technology plays a crucial role. I leverage platforms like学习通 (adapted as “Learning Hub” in English) and virtual仿真 software to break down complex topics. For instance, to explain State of Charge (SOC) estimation in a BMS, I use animations and interactive simulations. The SOC can be modeled with the formula: $$SOC(t) = SOC(0) – \frac{1}{C_n} \int_0^t i(\tau) d\tau$$ where \(C_n\) is the nominal battery capacity and \(i(t)\) is the current. This helps students visualize how the battery management system calculates remaining charge. Similarly, for State of Health (SOH), I introduce: $$SOH = \frac{C_{current}}{C_{initial}} \times 100\%$$ where \(C_{current}\) is the current capacity and \(C_{initial}\) is the initial capacity. By incorporating such formulas, students grasp the mathematical underpinnings of BMS algorithms.
Dynamic feedback is another key innovation. I use digital tools to collect real-time data on student performance, allowing for timely adjustments. For example, during a lesson on BMS voltage monitoring, I might deploy a quick quiz via an online platform; the instant analytics help me identify struggling students and provide targeted support. This data-driven approach ensures that teaching remains responsive to individual needs.
Moreover, I embed思政 education through a “one-line, three-shaping, five-points” framework, focusing on cultivating national pride, integrity, and craftsmanship. In the context of the battery management system, this translates to emphasizing safety protocols, regulatory compliance, and innovative thinking during maintenance tasks. For instance, when discussing BMS thermal management, I highlight the工匠精神 of meticulous attention to detail to prevent battery fires.
To complement these process changes, I reformed the evaluation system. Moving beyond单一 exams, I implemented a “process + personalized value-added” assessment. This involves continuous monitoring across pre-class, in-class, and post-class activities, with value-added elements tailored to different student types. The evaluation formula can be expressed as: $$Final\,Score = w_1 \cdot Process\,Evaluation + w_2 \cdot Value\,Added\,Evaluation$$ where \(w_1\) and \(w_2\) are weights adjusted based on student profiles. Process evaluation includes factors like participation and task completion, while value-added evaluation measures improvement in specific skills, such as BMS diagnostic accuracy. This dual approach provides a holistic view of student growth.
The reforms have yielded significant outcomes. Students now engage more actively, with project pass rates reaching 95% and satisfaction at 98%. Their autonomous learning abilities have improved, as evidenced by increased usage of online resources for battery management system research. Furthermore, by inviting industry experts and showcasing real-world cases, I have boosted students’ professional identity. They now appreciate the critical role of the battery management system in NEV safety and performance, aspiring to become skilled technicians. The following table summarizes the key成效.
| Aspect | Before Reform | After Reform |
|---|---|---|
| Student Engagement | Low participation in lectures; minimal interaction. | High involvement in hands-on tasks; active discussions on BMS topics. |
| Skill Mastery | Superficial understanding of battery systems; limited practical能力. | Proficient in BMS diagnostics and repair; able to apply formulas like SOC and SOH. |
| Evaluation Diversity | Reliance on exams only. | Comprehensive assessment including process and value-added metrics. |
| Industry Alignment | Gap between coursework and job demands. | Close integration with real battery management system maintenance scenarios. |
In conclusion, as an educator committed to advancing NEV technology education, I believe that continuous reform is essential. The battery management system (BMS) is a cornerstone of this field, and by updating content, enriching processes, and diversifying evaluations, we can cultivate复合型技能人才 who are ready to drive the automotive industry’s green transition. This journey has reinforced my conviction that student-centered, technology-enhanced teaching is key to unlocking potential. I will persist in refining these methods, ensuring that our graduates not only understand the intricacies of the battery management system but also embody the innovation and integrity required for a sustainable future.
To further illustrate the technical depth, consider the battery management system (BMS) functions like cell balancing, which is vital for longevity. The balancing current can be described as: $$I_{balance} = \frac{V_{max} – V_{min}}{R_{balance}}$$ where \(V_{max}\) and \(V_{min}\) are the maximum and minimum cell voltages, and \(R_{balance}\) is the balancing resistance. Teaching such concepts through formulas and simulations helps demystify the BMS operations. Additionally, I often use tables to compare different BMS architectures, such as centralized vs. modular designs, enhancing analytical skills. For instance, in Project 3, students analyze fault trees for BMS communication errors, applying logical reasoning to isolate issues. This hands-on approach, coupled with theoretical foundations, ensures that learners not only repair but also innovate within the realm of battery management systems. As I move forward, I plan to integrate more advanced topics like machine learning for BMS predictive maintenance, fostering a culture of continuous learning and adaptation.