Abstract: To address the mismatch between competency development in new energy vehicle technology programs and evolving industry demands, this study integrates the analytic hierarchy process (AHP) with the entropy-weight method to construct a quantitative evaluation framework for vocational competencies. Data reliability is examined using 486 valid questionnaires collected from six educational institutions and eight enterprises. The results indicate that, at the criteria level, the weights rank as follows: professional technical competency (0.352)>engineering practice competency (0.281)>professional literacy (0.198)>innovation competency (0.169). At the indicator level, competency in diagnosing and repairing the three-electric system (0.138) and competency in optimizing troubleshooting procedures (0.102) received the highest weights. Perceptions differed across stakeholder groups: enterprise engineers assigned greater importance to engineering practice competency (0.318), whereas faculty members emphasized professional technical competency (0.385). Building on these findings, a curriculum pilot is implemented in two higher vocational colleges, featuring project-based instruction centered on typical three-electric fault diagnosis tasks. The pilot outcomes show that students' diagnostic accuracy for three-electric system faults increased from 72.6% to 88.3%, and the coverage index for 12 core vocational competencies improved from 0.71 to 0.86, demonstrating that the AHP–entropy-based evaluation can effectively inform curriculum optimization. Accordingly, optimization strategies are proposed across four dimensions: curriculum restructuring, pedagogical reform, faculty development, and assessment innovation, providing quantitative evidence and actionable pathways for competency-oriented talent cultivation in new energy vehicle technology technology programs.

Key words: new energy vehicle technology program; professional ability; analytic hierarchy process; entropy weight method

摘要： 为解决新能源汽车技术专业职业能力培养与产业需求脱节的问题，研究采用层次分析 法（AHP）与熵权法组合赋权构建职业能力量化评价体系，基于 6 所院校、8 家企业的 486 份有效问卷验证数据可靠性。结果表明，职业能力准则层权重排序为专业技术能力（0.352）> 工程实践能力（0.281）>职业素养（0.198）>创新能力（0.169），指标层中三电系统诊断与维 修能力（0.138）、故障排查流程优化能力（0.102）权重最高；不同群体认知存在差异，企业 工程师更重视工程实践能力（0.318），院校教师更关注专业技术能力（0.385）。在此基础上选 取 2 所高职院校开展课程体系试点，围绕典型三电故障诊断任务设计项目化教学，结果显示 试点班学生三电系统故障诊断正确率由 72.6%提升至 88.3%，12 项核心职业能力覆盖度指数 由 0.71 提升至 0.86，表明基于 AHP-熵权法的评价结果可有效指导课程优化。据此，从课程 体系重构、教学改革、师资优化与评价创新四方面提出优化策略，为专业人才培养提供量化 依据与实践路径。

关键词: 新能源汽车技术专业；职业能力；层次分析法；熵权法