Presently, applied universities commonly encounter prominent challenges in the development of new energy vehicle fault diagnosis courses. These challenges encompass obsolete course content, inadequate practical teaching resources, ineffective school - enterprise collaborative education mechanisms, and the lack of a professional certification system. To tackle these issues, this paper puts forward a model characterized by "moderately forward - looking planning, phased procurement, integration of virtual and real resources, and university - industry collaboration" to alleviate the shortage of practical teaching resources. It advocates leveraging in - depth industry - education integration to drive the synchronized updates of teaching content and technology, establishing an integrated course - certification system to streamline university - industry certification channels, and implementing a "progressive" course system. A three - step implementation path for course reform is adopted to improve the quality of course teaching and cultivate new energy vehicle diagnostic and maintenance talents with practical skills and enhanced market competitiveness.
Sun et al. (Thu,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: