Empowering University Curriculum System Development with China’s New Quality Productive Forces: A Case Study of Power Electronics Technology Course
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https://doi.org/10.52380/ijcer.2026.13.1.877Keywords:
New quality productive forces, Power Electronics Course, Reform Measures, Teaching Methods, Assessments methodsAbstract
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.
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Copyright (c) 2026 Yingchun Xiao; Xianyu Liu, Zhonge Su
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