Empowering University Curriculum System Development with China's New Quality Productive Forces: A Case Study of Power Electronics Technology Course

Autor/inn/en	Yingchun Xiao; Xianyu Liu; Zhonge Su
Titel	Empowering University Curriculum System Development with China's New Quality Productive Forces: A Case Study of Power Electronics Technology Course
Quelle	In: International Journal of Contemporary Educational Research, 13 (2026) 1, S. 1-14Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Yingchun Xiao) ORCID (Xianyu Liu) ORCID (Zhonge Su)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Forschungsbericht; Foreign Countries; College Curriculum; Curriculum Development; Power Technology; Electronics; Teaching Methods; Engineering Education; Educational Change; Course Content; Instructional Innovation; Educational Quality; Ideology; Nationalism; Patriotism; Student Evaluation; Outcomes of Education; China + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Antriebstechnik; Elektronik; Teaching method; Lehrmethode; Unterrichtsmethode; Ingenieurausbildung; Bildungsreform; Kursprogramm; Educational Innovation; Bildungsinnovation; Quality of education; Bildungsqualität; Ideologie; Nationalismus; Patriotismus; Schulnote; Studentische Bewertung; Lernleistung; Schulerfolg
Abstract	In response to the national strategic demand for cultivating talent aligned with New Quality Productive Forces (NQPF), this study aims to reform the educational paradigm of the "Power Electronics Technology" course in higher engineering education. A progressive ideological and pedagogical integration model termed the "Three Teaching Objective, Five Measures, Five Assessments methods, and A calculation method for objective attainment degree." is designed and implemented. This reform was applied to the 2023 grade students of the course, with the 2022 grade serving as a comparison group. The intervention involved restructuring course content, innovating teaching methods, and overhauling the assessment system. The key finding was a 24% increase in the average course attainment degree for the 2023 grsde compared to the 2022 grade, demonstrating the model's effectiveness in enhancing learning outcomes. This study provides a replicable, data-driven reform framework that successfully translates the macro-concept of NQPF into micro-level curricular practice, offering a valuable solution for engineering education innovation in the context of technological and strategic transformation. (As Provided).
Anmerkungen	International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/2/06