主办：陕西省汽车工程学会
ISSN 1671-7988  CN 61-1394/TH
创刊：1976年
汽车实用技术

汽车实用技术 ›› 2025, Vol. 50 ›› Issue (9): 124-128.DOI: 10.16638/j.cnki.1671-7988.2025.009.024

• 汽车教育 • 上一篇    

基于仿真技术的专业课程教学模式构建与实践 ——以汽车电工电子技术课程为例

孙康明 1，谢青松 2   

  1. 1.重庆开放大学/重庆工商职业学院 电子信息工程学院； 2.重庆开放大学/重庆工商职业学院 大数据应用研究院
  • 发布日期:2025-05-13
  • 通讯作者: 孙康明
  • 作者简介:孙康明（1973－），男，博士，副教授，研究方向为教育数字化技术、专业数字化和产教融合
  • 基金资助:
    2022 年重庆市职业教育教学改革研究项目：软硬结合、虚实相长，基于 EDA 技术的电子技术类课程教学新 模式构建与实践（项目编号：GZ223158），主持人：孙康明；重庆市教委重点科学技术研究项目：先进工艺 ICs 静电防护器件的特性表征及开发（Grant No.KJZD-K202104001），主持人：孙康明

Construction and Practice of Vocational Education Curriculum Teaching Model Based on Simulation Technology －Take Automotive Electrical and Electronic Technology Course as an Example

SUN Kangming1 , XIE Qingsong2   

  1. 1.School of Electronic Information Engineering, Chongqing Open University Chongqing Technology and Business Institute; 2.Big Data Application Research Institute, Chongqing Open University Chongqing Technology and Business Institute
  • Published:2025-05-13
  • Contact: SUN Kangming

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摘要： 针对传统教学模式下学生在专业课程学习过程中的参与度不高及成效欠佳的现实困境， 文章依据学习金字塔等认知理论，基于仿真技术构建了“软硬兼施、虚实相长”的职业教育 专业课程教学模式。利用仿真工具开发了数字教学资源和进行了“做、学、练”虚实融合的 课程教学设计，于重庆某高职汽车电工电子技术课程开展了两轮教学实践。从学业成绩、课 堂学风等评价指标的统计分析表明新模式对学生更具吸引力，可显著提升学习成效。

关键词: 教学模式；仿真技术；认知理论；专业课程

Abstract: Addressing the realistic challenge such as low participation and poor results in traditional teaching modes for professional courses, this paper establishes a teaching model of "combining hardware and software, and mutually benefitting virtuality and reality" based on cognitive theories such as the learning pyramid theory, et al. By utilizing simulation tools to develop digital teaching resources and implementing a "do-learn-practice" virtual-real integration approach through simulation tools or virtual simulation training resource platform and hardware platform, two rounds of teaching reform practice were conducted for the Automotive Electrical and Electronic Technology course at a higher vocational college in Chongqing. Based on data statistics and analysis of learning evaluation indicators including academic performance and classroom learning style, it is found that the new teaching model is more engaging for students and significantly improves their participation and learning outcomes in classroom settings.

Key words: teaching mode; simulation technology; cognitive theory; professional course