Research on the Reform of Curriculum and Education Model of Mechanical Automation Major under the Background of Intelligent Manufacturing

Abstract

Against the dual background of the intelligent manufacturing industry upgrading and the construction of Hainan Free Trade Port, the talent cultivation of mechanical automation major is facing new challenges. The traditional curriculum and education model of this major can no longer adapt to the industrial development and regional talent demand. Taking the mechanical automation major of Hainan Vocational University of Science and Technology as the carrier of teaching reform practice, this paper focuses on the core of the curriculum and education model reform of the major, and systematically analyzes the key defects of the traditional model, including the disconnection between curriculum and regional industrial demand, the separation of theoretical and practical teaching, and the single evaluation system. Adopting literature research method, in-depth interview method and action research method, taking the Outcome-Based Education (OBE) concept as the core, integrating industry-education integration theory and collaborative education theory, and combining the university's six-dimensional integrated education characteristic of "position-course-competition-certificate-innovation-research", this paper constructs a systematic theoretical framework for the curriculum and education model reform of mechanical automation major with the trinity of "curriculum reconstruction - teaching innovation - evaluation reform", and defines its implementable practical paths. The research shows that the theoretical model of curriculum and education model reform, based on the school-running orientation of vocational undergraduate education and the regional characteristics of Hainan Free Trade Port, effectively solves the prominent problems of the traditional curriculum and education model of mechanical automation major. It provides a replicable and promotable theoretical framework and practical paradigm for mechanical automation majors in vocational undergraduate colleges and universities in China to connect with the intelligent manufacturing industry, optimize the curriculum and education model, and serve the regional development demand. It is also of great significance for promoting the high-quality development of mechanical automation education in vocational undergraduate programs and supporting the construction of a manufacturing power in China.