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problems existing in the Electrical Technology for New Energy Vehicles course in vocational colleges, including outdated curriculum content, disconnection between campus training and job-post requirements, and insufficient adaptability of talent cultivation, this paper carries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

摘要： 针对当前职业院校新能源汽车电气技术课程内容更新滞后、校岗衔接脱节、人才培养 适配度不足等问题，对接新能源汽车行业高质量发展对高素质技术技能人才的核心需求，开 展课程教学改革实践。文章以长江工程职业技术学院 2024 级新能源汽车技术专业 86 名学生 为研究样本，通过岗位需求调研梳理课程现存短板，构建“三阶段六环节”模块化教学模式， 重构项目化课程内容体系，建立多元化全过程教学评价体系并落地教学实践。实践数据表明， 相较于改革前教学基准，改革后学生课程技能考核通过率由 75%提升至 95%，中级职业技能 等级证书获取率达 92%，毕业生岗位适应周期由 2 个月缩短至 20 天内，人才培养与企业岗位 需求的适配性得到明显提升。该研究形成一套可落地、可复制的系统化课程改革方案，可为 同类职业院校新能源汽车相关课程的教学优化与改革提供实践参考。

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