Author(s)

Xi Wang^*, XiaoHui Wang, TianHang Li, AiJing Li, ChenQi Yang, MingXia Wang, XiaoXiao Zhao, ShuGe Liu

Affiliation(s)

Shandong Electric Power College, Jinan 250002, Shandong, China.

Corresponding Author

Xi Wang

ABSTRACT

In response to issues such as insufficient focus on core objectives and inadequate integration of specialized knowledge with ideological-political education within the teaching reform of higher vocational electrical practice courses, this study proposes a "One Core, Dual-Driven, Triple Integration, Quadruple Learning" classroom revolution model. Through approaches including industry-academia collaborative team-building, integrated theoretical-virtual-practical instruction, and blended online and offline learning, the model drives the transformation of the classroom from a "teaching-centered" to a "learning-centered" paradigm. This facilitates the synergistic development of skill cultivation and value cultivation, thereby providing an innovative solution for talent development in the higher vocational electrical field.

KEYWORDS

Electrical practice courses; "One Core, Dual-Driven, Triple Integration, Quadruple Learning"; Classroom revolution; Three teachings reform

CITE THIS PAPER

Xi Wang, XiaoHui Wang, TianHang Li, AiJing Li, ChenQi Yang, MingXia Wang, XiaoXiao Zhao, ShuGe Liu. Exploration and practice of the "One Core, Dual-Driven, Triple Integration, Quadruple Learning" classroom revolution in higher vocational electrical practice courses. World Journal of Educational Studies. 2025, 3(3): 56-60. DOI: https://doi.org/10.61784/wjes3058.

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