As the heart of electric cars, the power battery and its management system (BMS) are critical determinants of vehicle performance, safety, and lifespan, forming the core focus of industrial technological competition. The rapid evolution of China’s EV sector demands highly skilled professionals with advanced knowledge structures, practical abilities, and innovative competencies. Higher vocational education, as the primary avenue for cultivating such talent, must align its curricula closely with industrial advancements and real-world job requirements. However, traditional teaching approaches for courses like “Electric Car Power Battery and Management Technology” face significant challenges: course content often lags behind technological developments, with an overemphasis on theory that disconnects from practical tasks in roles like after-sales services, battery inspection, maintenance, and quality management, leading to a mismatch between jobs and courses. Practical training frequently remains confined to verification experiments, lacking simulation of real work scenarios and complex fault diagnostics, thereby creating a gap with enterprise practices and high-level skill competitions. Additionally, assessment methods are predominantly based on final written exams, failing to integrate the standards of “1+X” vocational skill certificates, which hinders a comprehensive evaluation of student capabilities. The integrated “Job-Course-Competition-Certificate” education model addresses these issues by systematically combining job skill requirements, course content, competition standards, and certificate assessments to break down barriers and foster synergistic talent development. From this perspective, I aim to conduct an in-depth study on innovating the teaching model for the “Electric Car Power Battery and Management Technology” course, exploring effective practical pathways to provide theoretical references and case studies for cultivating high-quality,复合-type technical skills talent in the context of China’s booming EV industry.
The “Job-Course-Competition-Certificate” integrated education model is not a mere superposition of four elements but an organic, mutually reinforcing ecosystem. “Job” serves as the goal and orientation, referring to specific positions 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 conducting in-depth analyses of these roles, typical tasks and required professional素养 can be extracted, defining the specific specifications and objectives for talent cultivation—it is the logical starting point and ultimate destination for course development. “Course” acts as the foundation and carrier, representing the core element of talent development and the primary means of imparting knowledge, skills, and qualities. Course reform must be guided by job demands, systematically integrating the requirements of “Competition” and “Certificate” to embed job standards, competition content, and certificate assessment points into the curriculum, thereby reconstructing the course system and reforming teaching methods to serve as a bridge connecting jobs, competitions, and certificates. “Competition” functions as a catalyst and enhancer; vocational skill competitions test teaching outcomes and accelerate the improvement of both instructors and students. High-level events often represent the latest industry technologies and highest skill demands. By introducing competition projects, standards, and evaluation methods into daily teaching, competitions can promote teaching, learning, and reform,激发 the potential of educators and learners, and drive教学内容和方法 toward higher standards and实战化, compensating for the shortcomings of常规 instruction. “Certificate” provides verification and authentication; the “1+X” certificate system’s vocational skill等级 certificates offer authoritative proof of skill proficiency, serving as a key link between academic education and vocational training. Certificate standards originate from enterprise job requirements, and their integration into the teaching evaluation system enables “certificate-promoted assessment” and “integration of books and certificates,” making talent quality evaluation more objective, diverse, and aligned with societal and enterprise assessments, thereby enhancing students’ employability in the electric car sector. The coupling logic among these four elements lies in using job demands to set course directions, competition levels to elevate course quality, and certificate standards to verify course effectiveness, ultimately forming a closed-loop education system with aligned goals, connected content, coordinated processes, and互通 evaluations.
To address the aforementioned issues, I have constructed a “Job-Course-Competition-Certificate” four-dimensional integrated teaching model and implemented innovative practices from the following aspects. First, course content is reconstructed based on job tasks and integrated with competition and certificate standards. Collaborating with leading enterprises in the China EV industry, such as those specializing in battery production, and competition experts, I analyzed the competency requirements for power battery-related job clusters, extracting typical task modules like “battery pack replacement and maintenance,” “BMS data monitoring and fault diagnosis,” and “battery performance testing and evaluation.” These are aligned with the competition regulations and scoring criteria of national vocational院校 skill competitions, such as the “New Energy Vehicle Technology and Service” event, as well as the assessment requirements for the “Intelligent New Energy Vehicle” vocational skill等级 certificate (intermediate and advanced levels). Competition projects are transformed into teaching projects, and certificate examination points are decomposed into teaching knowledge and skill points. Finally, this content is integrated and sequenced, breaking the original textbook chapter structure 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 incorporates corresponding theoretical knowledge, skill training, competition elements, and certificate requirements, ensuring a high degree of unity among teaching content, jobs, competitions, and certificates. For example, the module on battery performance can include formulas for State of Charge (SOC) and State of Health (SOH), which are critical in electric car maintenance: $$SOC = \frac{Q_{\text{current}}}{Q_{\text{max}}} \times 100\%$$ where $Q_{\text{current}}$ is the current charge capacity and $Q_{\text{max}}$ is the maximum capacity. Similarly, SOH can be expressed as: $$SOH = \frac{C_{\text{current}}}{C_{\text{initial}}} \times 100\%$$ where $C_{\text{current}}$ is the current capacity and $C_{\text{initial}}$ is the initial capacity. These formulas help students understand key battery parameters in China EV applications.
| Course Module | Corresponding Job 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 tasks | 1+X (Intermediate) maintenance and testing | Insulation testing, capacity testing, SOC/SOH estimation, balancing 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 development, technology upgrades | Comprehensive fault resolution and innovation | 1+X (Advanced) technical management | Battery system matching, technical solution evaluation, new technologies (e.g., battery swapping) |
Second, teaching implementation is innovated through project leadership, task-driven approaches, and ideological-political integration. In the teaching process, I fully adopt the “project-led, task-driven” method, using complete work projects derived from enterprise practices and competition items as carriers—for instance, “performing routine maintenance and performance testing on a specific electric car model’s power battery pack.” The knowledge and skill points in the teaching modules are broken down into specific learning tasks. In the classroom, “group collaboration and role-playing” are employed to simulate enterprise work environments. I act as the technical manager, while students take on roles such as technicians and quality inspectors, working according to a complete action model: “information acquisition – planning – decision-making – implementation – control and inspection – evaluation and feedback.” Additionally, virtual simulation software (e.g., VR battery disassembly) is utilized to address high-risk practical challenges, followed by reinforcement training on physical racks and actual vehicles, forming a progressive “virtual-simulation-real” practical teaching chain. Furthermore, ideological-political elements are deeply integrated into the course; for example, discussing the technological rise of Chinese battery brands fosters national pride and cultural confidence, emphasizing high-voltage operation norms and “6S” management cultivates a craftsman spirit and safety awareness, and analyzing battery recycling and environmental issues promotes green development and sustainable理念 in the context of China EV growth.
Third, a competitive platform is established to promote learning through competitions and enhance teaching. Skill competitions are fully integrated into the entire teaching process. Firstly, competition training is normalized by forming interest groups or skill clubs for power battery technology, conducting targeted training during extracurricular hours to create an environment where “everyone can participate.” Secondly, on-campus skill competitions are reformed by directly参照 the modes and standards of provincial and national competitions for school-level selections, making them a key platform for evaluating daily teaching outcomes. Thirdly, outstanding students are encouraged and selected to participate in high-level skill competitions, where the experience significantly improves their professional skills, psychological resilience, and professional素养. Simultaneously, instructors, through preparation and participation, stay updated on the latest industry trends and feed these back into teaching, achieving “mutual growth of teaching and learning.” This approach not only boosts practical skills but also reinforces the importance of innovation in electric car technologies.
Fourth, evaluation reform is deepened through the integration of books and certificates and多元 assessment. A多元 comprehensive evaluation system based on the “Job-Course-Competition-Certificate” integration is established. The assessment standards of the “1+X” certificate serve as a key reference for course evaluation, with efforts made to achieve mutual recognition between course exam scores and certificate assessment results. In terms of evaluation subjects, enterprise mentors, competition judges, student self-assessments, and peer assessments are introduced, combined with teacher evaluations, to form a多元主体. Evaluation content covers multiple dimensions: theoretical knowledge (30%), skill operations (40%, focusing on operation norms and fault diagnosis logic, referencing competition and certificate standards), professional素养 (20%, including safety, 6S, teamwork, etc.), and innovative practice (10%, encouraging problem-solving for new challenges). In the evaluation process, formative assessment is strengthened, with process records and evaluations for each teaching project completion, emphasizing student growth and progress rather than relying solely on final exams. For instance, in assessing battery health for electric cars, students might apply the SOH formula in practical scenarios: $$SOH = \frac{R_{\text{internal, current}}}{R_{\text{internal, initial}}} \times 100\%$$ where $R_{\text{internal}}$ represents internal resistance, a common metric in China EV battery diagnostics.
Through teaching practice, this model has初步 achieved the following outcomes. Firstly, students’ comprehensive abilities have significantly improved; their learning interest and initiative have noticeably increased, with hands-on skills, problem-solving capabilities, and teamwork being substantially strengthened. The award rates in vocational skill competitions and pass rates for “1+X” certificates have risen markedly. Secondly, teaching resources have been optimized; deeper school-enterprise cooperation has been promoted, leading to the joint development of training bases and teaching resource libraries (e.g., loose-leaf work manuals, fault case collections, micro-lecture videos) that are closer to production realities. Thirdly, the teaching faculty has been tempered; instructors have enhanced their engineering practical abilities and teaching levels through participation in enterprise practices, guiding student competitions, and “1+X” certificate training, thereby strengthening the construction of “dual-qualified” teachers. These improvements are essential for keeping pace with the rapid advancements in electric car technologies, particularly in the competitive China EV market.
In the context of the “Job-Course-Competition-Certificate” integrated education perspective, innovating the teaching model for the “Electric Car Power Battery and Management Technology” course is an inevitable requirement for responding to industrial upgrades and cultivating high-quality technical skills talent. By setting courses based on jobs, promoting courses through competitions, and verifying courses with certificates, the four-dimensional integrated teaching model effectively resolves the disconnections and separations 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 is formed, tangibly enhancing students’ job competency, competition competitiveness, and certificate acquisition capabilities. This provides 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, ultimately supporting the sustainable growth of China’s EV industry and its global leadership in electric car innovation.