美劳融合视域下智能微电网技术课程设计与实施路径研究

Research on the Course Design and Implementation Path of Smart Microgrid Technology from the Perspective of Integration of Arts and Labour

摘要: 针对“双碳”目标与新工科建设对复合型电力能源人才的迫切需求，分析了当前《智能微电网技术》研究生课程存在的理论与实践脱节、工程审美缺失及劳动教育边缘化等问题。为此，本文提出了一种“美劳融合”视域下的课程建设新范式。该方法依托林业院校学科特色，构建了“课程讲解–案例导入–审美启发–劳动实践”四位一体的教学架构。在内容重构上，以“林场光伏照明系统”为真实工程场景，引入前沿的“耦合电感阻抗源逆变器”技术作为教学核心，引导学生探索拓扑结构的逻辑之美与绿色能源的生态之美；在实施路径上，采用“设计–构建–调试–展示”的全链条项目驱动模式，将系统可视化设计的审美素养培育与硬件搭建调试的劳动技能训练深度融合。同时，建立了涵盖认知、技能、美感与协作的多元化评价体系。实践表明，该教学模式有效解决了专业教育与素质教育的“两张皮”问题，显著提升了学生解决复杂工程问题的综合能力与工匠精神，为涉林高校及工科专业课程改革提供了可复制的实践样本。

Abstract: In response to the urgent demand for interdisciplinary power and energy talents driven by the “dual carbon” goals and the development of new engineering disciplines, this paper analyses the current issues in the postgraduate course “Intelligent Microgrid Technology”, including the disconnection between theory and practice, the lack of engineering aesthetics, and the marginalisation of labour education. To address this, a new paradigm for curriculum development from the perspective of “integration of arts and labour” is proposed. This approach, based on the disciplinary characteristics of forestry universities, constructs a four-in-one teaching framework consisting of “course explanation - case introduction - aesthetic inspiration - labour practice”. In terms of content reconstruction, the “forestry photovoltaic lighting system” is used as a real engineering scenario, introducing the cutting-edge “coupled inductor impedance source inverter” technology as the core of teaching, guiding students to explore the logical beauty of topological structures and the ecological beauty of green energy. In terms of implementation, a full-chain project-driven model of “design - construction - debugging - demonstration” is adopted, deeply integrating the cultivation of aesthetic literacy in system visualisation design with the training of labour skills in hardware assembly and debugging. Meanwhile, a diversified evaluation system covering cognition, skills, aesthetics, and collaboration is established. Practice has shown that this teaching model effectively resolves the disconnect between professional education and quality education, significantly enhances students’ comprehensive ability to solve complex engineering problems and their craftsman spirit, and provides a replicable practical example for curriculum reform in forestry-related universities and engineering programmes.