Abstract: Taking the automobile maintenance major of Qingdao institute of technology as an example, based on the demand and development trend of talents in automobile maintenance industry, combined with the national policy, and according to the requirements of our institute’s own educational reform, the current talent training program is adjusted, to realize the talent training mode of layering and triage. According to the post demand of the automobile industry, combined with the four-in-one idea of "Integration of certificate and class competition", on the basis of a large number of investigations and studies, this paper analyzes the students’cognitive laws, students’ learning conditions, reorganizes and adjusts the professional courses of automobile maintenance, aiming at the principle of taking the students as the center, taking the typical work task as the carrier, taking the cultivation of the students comprehensive professional ability as the goal, this paper puts forward a kind of innovative modular curriculum system— “345” curriculum system. The construction of the curriculum system can promote the integrated teaching reform of automobile maintenance specialty and improve teachers'professional ability.Strengthen school-enterprise cooperation, take the real work tasks of enterprises as the carrier, innovate the integrated teaching of work-study combination, form the six-in-one curriculum reform implementation mode of "post class competition certificate creation", train high-level and high-skilled compound technical talents, realize the five-year continuous improvement of students'comprehensive vocational ability as "social and professional people", improve students' employment rate, and enhance students' ability to transfer jobs.

Key words: Automobile maintenance specialty; Job demand; Vocational ability; Curriculum system; Personnel training;“345” curriculum system

摘要： 以青岛市技师学院汽车维修专业为例，依据汽车维修行业人才需求及发展趋势，结合 国家政策，根据青岛市技师学院自身教改要求，对现有人才培养方案进行调整，实现分层分 流人才培养模式。根据汽车行业岗位需求，结合“岗课赛证融通”四位一体理念，在经过大 量调研的基础上，分析学生认知规律，学生学情，对汽车维修专业课程进行重组、调整，针 对以学生为中心，以典型工作任务为载体，以培养学生综合职业能力为目标的原则，提出了 一种创新型模块化课程体系——“345”课程体系。通过该课程体系的构建，可促进汽车维修 专业一体化教学改革，提升教师专业能力。加大校企合作，以企业真实工作任务为载体，创 新工学结合一体化教学，形成“岗课赛证思创”六位一体的课程改革实施模式，培养高层次 高技能复合型技术人才，实现学生作为“社会人、职业人”综合职业能力提升五年不断线， 提高学生就业率，提升学生转岗接业能力。

关键词: 汽车维修专业；岗位需求；职业能力；课程体系；人才培养；“345”课程体系