Building a "Three-Stage and Seven-Loop" Teaching Closed Loop for the Automotive Electronic Control Technology Course Under Digital-Intelligence Empowerment

DOI: https://doi.org/10.62517/jnse.202617502

Author(s)

Xiaoxu Zhang*, Yuning Gong

Affiliation(s)

School of Intelligent Manufacturing and Automotive Engineering, Chongqing Electronic Technology Vocational University, Chongqing, China *Corresponding Author

Abstract

The course of "Automotive Electronic Control Technology" in higher vocational education has long faced four major teaching pain points: abstract and difficult to understand electronic control logic, shallow control strategy analysis, insufficient system diagnostic accuracy, and weak awareness of standardized testing. In response to the above issues, this study has developed a "three-level seven loop" hybrid teaching model that is empowered by digital technology and rooted in the integration of "job, course, competition, certification, and thinking". Vertical integration of three stages: pre class preview, in class internalization, and post class expansion; Horizontally linking the seven teaching loops of "knowledge of the new, guidance, seeking truth, diligence, discernment, self-cultivation, and innovation". The ability to transition from "understanding electrical and difficult electrical control" to "understanding structure, understanding theory, precise inspection and diagnosis, and daring to serve the country" has been achieved, providing a replicable practical paradigm for the digital transformation and upgrading of electrical control courses in higher vocational education.

Keywords

Digital Intelligence Empowerment; Blended Online and Offline Teaching; Academic Portrait; Value Added Evaluation; Automotive Electronic Control Technology

References

[1] Wen, Y.F., Shen, Z.Y. Theoretical logic, desirable strategies and practical exploration of science–education integration in higher vocational colleges from the perspective of industry–education integration. Research in Higher Engineering Education, 2024(2): 139–144. [2] Wang, B., Hu, Z.X. Exploration of the pathway of ideological-political construction in higher vocational new energy vehicle courses. Automobile Applied Technology, 2024(22): 101–105. [3] Li, R.W. Curriculum reform and practice of automotive electronic control technology under the new engineering education framework. Automobile Applied Technology, 2024, 49(19): 147–150. [4] Huang, X.L., Qin, W.X., Wu, L.F., Yan, J. Exploration and practice of automotive course teaching reform under the background of engineering education certification: take automotive electrical and electronic control system as an example. The Theory and Practice of Innovation and Entrepreneurship, 2024, 7(20): 34–36. [5] Xu, J.J. The realistic landscape and local reflections of teachers' application of AI in global teaching: a survey based on OECD TALIS 2024. Open Education Research, 2025, 31(5): 21–29. [6] Tang, N., Zhang, J.Y. How does human–machine collaboration empower skill competitions? An empirical analysis based on the 2025 World Vocational College Skills Competition. Chinese Vocational and Technical Education, 2026(6): 17–27. [7] Kan, B.P., Cao, S., Du, Z.P. Research on the application of value-added evaluation in the learning process of higher vocational courses. Modern Vocational Education, 2024(4): 141–144. [8] Feng, Y. The realistic dilemma and mechanism construction of value-added teaching evaluation in higher vocational colleges: under the background of educational digital transformation. Journal of Chongqing Polytechnic University of Electronic Technology, 2025(4): 10–17. [9] Xia, C.M., Chen, H.N., Meng, S.Y. Research on the innovative application of virtual simulation technology in the teaching of new energy vehicle majors. Agricultural Machinery Use and Maintenance, 2024(1): 145–147. [10] Lu, X.Y. Exploration of integrated education practice in higher vocational colleges from the perspective of "Post–Course–Competition–Certificate": a case study of Hunan Sports Vocational College. Journal of Science and Education, 2024(23): 139–144.