Empowering University Curriculum System Development with China's New Quality Productive Forces: A Case Study of Power Electronics Technology Course
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| Title: | Empowering University Curriculum System Development with China's New Quality Productive Forces: A Case Study of Power Electronics Technology Course |
|---|---|
| Language: | English |
| Authors: | Yingchun Xiao (ORCID |
| Source: | International Journal of Contemporary Educational Research. 2026 13(1):1-14. |
| Availability: | International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | 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 |
| Geographic Terms: | China |
| ISSN: | 2148-3868 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505628 |
| Database: | ERIC |
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