“课程思政 + 数字化”驱动的轨道交通装备领域课程改革创新与实践——以《动车组牵引系统》课程改革为例

“Curriculum Ideology and Politics + Digitalization”-Driven Curriculum Reform, Innovation, and Practice in Rail Transit Equipment Field—A Case Study of the Curriculum Reform of “EMU Traction System”

摘要: 在交通强国战略推动下，我国轨道交通装备产业智能化升级对职业教育人才培养提出新挑战。我校依托国家轨道交通装备行业产教融合共同体，以《动车组牵引系统》课程改革为突破口，构建“岗课融通、产教融合”育人模式，以情境学习理论和OBE理念为指导，通过校企共建课程标准、开发智慧化数字教材、建设智慧实训室，实现教学内容与行业标准实时对接，让学生技能提升的同时强化“安全至上”等职业价值观，形成“技术报国”认同。教学中融入“铁路精神”与“工匠精神”，形成“虚拟预训–实体操作–智能复盘”实训范式。通过实验班与对照班数据对比分析，实验班检修达标率为92% (对照班为68%)、故障诊断正确率提高35% (对照班提高8%)，课程改革成效显著，为教育链、人才链与产业链深度融合提供有力支撑。

Abstract: Driven by the strategy of building a transportation power, the intelligent upgrading of China’s rail transit equipment industry has posed new challenges to talent cultivation in vocational education; relying on the National Industry-Education Integration Community for Rail Transit Equipment, our school has taken the curriculum reform of EMU Traction System as a breakthrough to construct an education model featuring “integration of posts and courses, and integration of industry and education”, and guided by the situational learning theory and OBE (Outcome-Based Education) concept, we have achieved real-time alignment between teaching content and industry standards through joint development of curriculum standards by schools and enterprises, creation of intelligent digital textbooks, and construction of smart training rooms, which not only promotes the improvement of students’ skills, but also strengthens their professional values such as “safety first” and fosters their identification with “serving the country through technology”; by integrating the “railway spirit” and “craftsman spirit” into teaching, a training paradigm of “virtual pre-training - physical operation - intelligent review” has been formed, and data comparison and analysis between the experimental class and the control class show that the qualification rate of maintenance in the experimental class reaches 92% (68% in the control class), and the accuracy rate of fault diagnosis increases by 35% (8% in the control class), indicating that the curriculum reform has achieved remarkable results and provided strong support for the in-depth integration of the education chain, talent chain and industrial chain.