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 ›› 2026, Vol. 51 ›› Issue (15): 113-120.DOI: 10.16638/j.cnki.1671-7988.2026.015.020

• 汽车教育 • 上一篇    下一篇

基于项目化学习的职业教育教材内容重构研究

王春晖，叶美桃*   

  1. 山西工程科技职业大学 汽车工程学院
  • 发布日期:2026-08-11
  • 通讯作者: 叶美桃
  • 作者简介:王春晖（1990－），女，博士，讲师，研究方向为汽车服务工程 通信作者：叶美桃（1971－），女，硕士，副教授，研究方向为新能源汽车服务工程
  • 基金资助:
    校级教学改革课题“金教材开发路径实践与研究”（GKDXJYB202502）

A study on the reconstruction of vocational education textbook content based on project-based learning

WANG Chunhui, YE Meitao*   

  1. School of Automotive Engineering, Shanxi Vocational University of Engineering Science and Technology
  • Published:2026-08-11
  • Contact: YE Meitao

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摘要： 新能源汽车行业技术快速迭代，职业教育教材普遍存在内容更新滞后、知识割裂与任 务脱节等问题，难以有效支撑岗位对综合职业行动能力的培养需求。文章依托工作过程系统 化课程理论，构建项目化学习导向的教材内容重构路径，推动教材编写逻辑从传统知识体系 转向职业行动体系。以学院新能源汽车服务工程专业为案例，通过企业调研、岗位任务分析 和教材诊断，提炼动力电池维护、电驱系统装调、整车故障诊断等典型工作任务，构建“典 型任务－知识整合－技能链条－行动评价”的项目化教材框架。结果表明，项目化教材在“三 电系统”核心能力覆盖度（92%）、诊断正确率（+23.4%）、任务完成效率（+31%）及学习投 入度（讨论频次+57%、实操参与度+42%）等指标上均明显优于传统教材。项目化教材能够 真实映射新能源汽车维保工作过程，有效提升学生的任务理解能力、综合诊断能力与学习投 入度，为新能源汽车服务工程专业教材改革提供了可复制的实践路径，对推动职业教育教材 体系由知识本位向能力本位、由学科逻辑向任务逻辑转型具有重要意义。

关键词: 项目化学习；职业教育教材；工作过程系统化；职业行动能力

Abstract: Rapid technological iteration in the new energy vehicle industry brings common defects to vocational textbooks, such as delayed content updates, fragmented knowledge, and disjointed tasks, which cannot meet the training requirements of comprehensive vocational action competence for technical posts. Based on the systematic work-process curriculum theory, this paper constructs a reconstruction path of project-learning-oriented textbook content, transforming the compiling logic of textbooks from traditional disciplinary knowledge systems to vocational action systems. Taking the New Energy Vehicle Service Engineering major of the university as a case, this paper carries out enterprise investigation, post-task analysis, and textbook status diagnosis, extracts typical work tasks including power battery maintenance, electric drive system assembly & adjustment, and complete vehicle fault diagnosis, and constructs a project-based textbook framework of "typical tasks– knowledge integration–skill chains–action evaluation". Relevant data show that project-based textbooks are obviously superior to traditional textbooks in multiple indicators: the coverage of core "three-electric system" competencies reaches 92%, fault diagnosis accuracy increases by 23.4 percentage points, task completion efficiency rises by 31%, discussion frequency grows by 57%, and practical participation rate rises by 42%. Project-based textbooks restore the real maintenance workflow of new energy vehicles and can significantly improve students' task comprehension, comprehensive fault diagnosis ability, and learning initiative. This research offers a replicable practical scheme for textbook reform of the New Energy Vehicle Service Engineering major and is of great value to promote the transformation of the vocational education textbook system from knowledge-based to competency-based, from disciplinary logic to task logic.

Key words: project-based learning; vocational education textbook; work process orientation; professional action competence