The Reform of Practical Course Construction for the Electrical Engineering and Automation Major under the Background of IEET Engineering Education Accreditation_Vol. 2 No. 3 (JNSE 2025)_Journal of Natural Science Education (ISSN: 3005-5792)

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The Reform of Practical Course Construction for the Electrical Engineering and Automation Major under the Background of IEET Engineering Education Accreditation

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DOI: https://doi.org/10.62517/jnse.202517301

Author(s)

Linzhao Hao*, Xingrong Zhu, Huipeng Li

Affiliation(s)

School of Mechatronics Engineering, Guangdong University of Technology (GDUT), Dongguan, Guangdong, China *Corresponding Author

Abstract

Based on the IEET engineering education accreditation standards, this paper ystematically explores the reform pathways for the practical teaching system of the Electrical Engineering and utomation major. Addressing current issues such as the disconnection between theory and practice, insufficient industry experience among faculty, and inadequate teaching resources, the study proposes a teaching model centered on the "Triple Integration" (industry demands - core competencies - core courses). It constructs a comprehensive reform framework encompassing practical education objectives, content systems, support mechanisms, and evaluation systems. By establishing a "four-year integrated" practical operation mechanism, strengthening industry-academia collaborative education, cultivating a dual-qualified teaching team, and optimizing practical teaching platforms, the study develops a practical teaching system characterized by "personalization, dual channels, three integrations, four levels, and diversification". Innovatively, it designs an evaluation index system covering four dimensions: practical teaching environment, construction and management, faculty reform, and student outcomes. Practical results demonstrate that this reform approach effectively enhances students' engineering practice and innovative design capabilities, providing a replicable implementation path for cultivating high-quality engineering talents that meet the demands of intelligent manufacturing development. The study offers valuable insights for advancing practical teaching reforms under the framework of engineering education accreditation.

Keywords

Engineering Education Accreditation; Practical Teaching System Reform; Triple Integration; Industry-Academia Collaborative Education

References

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