In the context of global energy shortages and escalating environmental concerns, the electric car industry has experienced rapid growth, particularly in regions like China EV markets, which are driving technological advancements and demand for skilled professionals. As a key component of electric cars, power batteries and their management systems require sophisticated maintenance skills, making education in this field critical. Traditional teaching methods often fall short in preparing students for these dynamic challenges, prompting the adoption of blended learning approaches that combine online digital tools with offline classroom interactions. This paper, from my perspective as an educator, explores the design, implementation, and outcomes of blended teaching in the “Power Battery and Management System Maintenance” course for electric car technologies, emphasizing its alignment with New Engineering education goals. Through this approach, I aim to enhance student engagement, practical skills, and adaptability to industry evolution, while repeatedly highlighting the relevance of electric car and China EV developments to underscore the course’s real-world applications.
The “Power Battery and Management System Maintenance” course is a core component of electric car technology programs, typically offered in the fourth semester with 64 class hours. It covers fundamental topics such as the structural principles of power batteries, performance testing, fault diagnosis, and battery management system (BMS) maintenance. This course employs a theory-practice integrated model to equip students with the professional competencies needed for electric car repair roles. However, traditional teaching methods face several limitations that hinder effective learning. For instance, content often lags behind rapid technological advancements in China EV sectors, where new battery solutions and standards emerge frequently. Practical sessions are constrained by limited resources, equipment, and space, reducing hands-on opportunities for students. Additionally, teacher-centered instruction dominates, leading to passive learning and inadequate interaction, while evaluation systems overly rely on theoretical exams, neglecting practical skills and innovation.
To address these issues, I have redesigned the course using a blended teaching model that integrates online and offline elements. This approach begins with defining clear educational objectives aligned with New Engineering principles and the demands of the electric car industry. The knowledge objectives focus on students mastering the basic structure, working principles, and fault diagnosis methods of power batteries and BMS. Ability objectives aim to develop practical skills in installation, debugging, detection, and repair, enabling students to solve real-world problems. Quality objectives foster teamwork, professional ethics, and safety awareness, preparing them for future roles in China EV maintenance. The教学内容 is divided into three parts: foundational theory, practical operations, and innovative extensions. Foundational theory includes battery types, structures, charging-discharging processes, and BMS functions; practical operations involve hands-on projects like battery disassembly, testing, and fault repair; and innovative extensions introduce industry前沿 technologies and case studies to cultivate problem-solving and critical thinking skills.
| Objective Type | Description | Alignment with Electric Car Industry |
|---|---|---|
| Knowledge | Understand battery structures, principles, and BMS functions | Supports maintenance of advanced China EV models |
| Ability | Perform installation, testing, and repair tasks | Enhances hands-on skills for electric car diagnostics |
| Quality | Develop teamwork, safety, and innovation | Prepares for collaborative projects in China EV sectors |
In developing online and offline resources, I have created digital materials such as instructional videos, e-presentations, and animations to explain complex concepts, like the working principles of lithium-ion batteries commonly used in electric cars. These are hosted on a learning platform where students can access additional literature, industry reports, and case studies related to China EV trends. Online assessments and discussion forums facilitate interaction and self-paced learning. Offline, I have strengthened campus training bases with virtual simulation software and modern equipment, such as battery testing tools, to simulate real-world scenarios. Collaborations with industry partners have led to the establishment of external practice bases, providing students with exposure to actual electric car maintenance environments. The teaching activities are structured around a three-phase model: pre-class, in-class, and post-class. Before class, students complete online预习 tasks, such as watching videos and taking self-tests, while I monitor their progress to identify common difficulties. During class, I review key points, conduct Q&A sessions, and guide hands-on practice in groups, emphasizing safety protocols for electric car batteries. For example, students might work on diagnosing BMS faults using multimeters and software tools, followed by group discussions and presentations. After class, I assign online homework and拓展 tasks, encouraging participation in competitions and innovation projects to reinforce learning.
The implementation path of blended teaching follows a systematic流程 to ensure comprehensive coverage of electric car topics. In the pre-class phase, I use the online platform to distribute learning objectives, syllabi, and tasks, such as reviewing materials on battery chemistry and BMS algorithms. Students engage with these resources independently, and I analyze their预习 results to tailor in-class instruction. For instance, if many struggle with concepts like state of charge (SOC) estimation, I prioritize those areas. The SOC can be represented mathematically as: $$SOC = \frac{Q_{\text{remaining}}}{Q_{\text{max}}} \times 100\%$$ where \(Q_{\text{remaining}}\) is the remaining capacity and \(Q_{\text{max}}\) is the maximum capacity. This formula helps students quantify battery health, a critical skill in China EV maintenance.
| Stage | Activities | Tools and Resources |
|---|---|---|
| Pre-class | Online预习, video watching, self-tests | Learning platform, electric car battery modules |
| In-class | Theory review, hands-on practice, group work | Simulation software, BMS kits, China EV case studies |
| Post-class | Online assignments, projects, competitions | Discussion forums, industry reports on electric cars |
During the in-class phase, I blend theory and practice to deepen understanding. For example, after discussing battery thermal management systems—a key aspect of electric car safety—I demonstrate proper handling techniques and supervise group exercises. Students might calculate heat dissipation using the formula: $$P = I^2 R$$ where \(P\) is power loss, \(I\) is current, and \(R\) is resistance, to analyze battery efficiency in China EV applications. I facilitate interactive sessions, such as case analyses of real-world electric car failures, where students collaborate to diagnose issues and propose solutions. This fosters active learning and mirrors the teamwork required in professional settings. In the post-class phase, I assign tasks that encourage autonomous learning, such as researching emerging trends in China EV battery technologies or participating in online forums to discuss innovations. These activities not only consolidate knowledge but also promote lifelong learning skills essential for the evolving electric car industry.
To evaluate the effectiveness of this blended teaching approach, I conducted a comparative analysis between classes using traditional methods and those implementing blended learning. The results showed significant improvements in multiple dimensions. For instance, average scores in theoretical and practical assessments increased, with students demonstrating better problem-solving abilities in electric car battery diagnostics. A survey revealed high satisfaction rates, as learners reported increased motivation and engagement due to the interactive and flexible nature of blended teaching. The following table summarizes key performance metrics, highlighting how this method aligns with the demands of China EV sectors by producing more competent graduates.
| Metric | Traditional Teaching | Blended Teaching | Improvement |
|---|---|---|---|
| Average Exam Score | 75% | 85% | +10% |
| Practical Skill Proficiency | 60% | 80% | +20% |
| Student Satisfaction | 70% | 90% | +20% |
| Innovation in Projects | Low | High | Significant |
From a theoretical perspective, the success of blended teaching can be partly explained by educational models that emphasize constructivism. For example, the learning gain can be modeled as: $$G = k \cdot (E – B)$$ where \(G\) is the gain in competency, \(k\) is a constant representing teaching effectiveness, \(E\) is the engagement level, and \(B\) is the baseline knowledge. In blended settings, higher engagement through online interactions and hands-on practice boosts \(E\), leading to better outcomes for electric car topics. Additionally, the iterative nature of blended learning—where students continuously refine their skills through feedback—supports deeper understanding of complex subjects like BMS algorithms, which are crucial for China EV advancements.
In conclusion, the adoption of blended teaching in the “Power Battery and Management System Maintenance” course under the New Engineering framework has proven effective in addressing the limitations of traditional education. By setting clear objectives, integrating online and offline resources, and implementing a structured activity plan, this approach enhances student learning outcomes, practical abilities, and innovation potential. As the electric car industry, particularly in China EV markets, continues to evolve, such educational reforms are essential for cultivating a skilled workforce capable of meeting future challenges. Through continuous reflection and adaptation, I believe blended teaching can serve as a model for other courses in the realm of sustainable transportation and beyond.