关键词: 新能源汽车电气技术；模块化教学；职业教育；“三阶段六环节”教学模式

Abstract: Aiming at the prominent problems existing in the Electrical Technology for New Energy Vehicles course in vocational colleges, including outdated curriculum content, disconnection between campus training and job-post requirements, and insufficient adaptability of talent cultivation, this paper carries out teaching reform practice by aligning with the core demands for high-quality technical-skilled talents driven by the high-quality development of the new-energy vehicle industry. Taking 86 students from the Grade-2024 New Energy Vehicle Technology major in Changjiang Engineering Vocational College as research samples, this study identifies existing curriculum deficiencies through job-post demand investigation. It constructs a modular teaching mode of "three-stage and six-link", restructures the project-oriented curriculum content system, establishes a diversified whole-process teaching evaluation system, and implements relevant teaching practices. Practical data demonstrate that compared with the teaching benchmark of previous cohorts before the reform, the pass rate of students' course skill assessment rises from 75% to 95%, the acquisition rate of intermediate-level vocational skill certificates reaches 92%, and graduates' job-post adaptation cycle is shortened from 2 months to within 20 days. The adaptability between talent cultivation and enterprise job-post requirements is significantly improved. This research develops a set of implementable and replicable systematic curriculum reform schemes, which provides practical references for teaching optimization and reform of new-energy-vehicle-related courses in similar vocational colleges.

Key words: Electrical Technology for New Energy Vehicles; modular teaching; vocational education; the "Three-Stage Six-Step" teaching model