Application of Sustainable Education Innovation in the Integrated Teaching of Theory and Practice Adopted in the Auto Chassis Course--A Case Study on the Auto Repair Specialty of a Secondary Vocational School in Suzhou, China

Abstract

With the speedy advancement of the auto repair industry, the demand for relevant talents and professionals in auto repair is thereby increasing steadily. Meanwhile, due to higher and higher expectations as well as requirements from the contemporary society towards these professionals, it is a must to continuously reform the course teaching mode adopted for the auto repair specialty in the secondary vocational schools so as to ultimately get adapted to the market needs. In terms of the innovation effect achieved in auto repair education, the combination of theory and practice is the core by vigorously advocating the teaching concept of "learning by doing, and doing by learning". Therefore, some research tools as Fuzzy Delphi Method, Fuzzy Failure Mode and Effects Analysis (FFMEA), and TRIZ (Theory of Inventive Problem Solving) have been employed during the research process. After surveying and collecting the security incidents which occurred in the integrated teaching of theory and practice adopted in the automobile chassis course, the presented reality that teachers were reluctant to accept the integrated teaching of theory and practice, as well as the deficiencies sensed in the school-enterprise engagement, the researcher firstly obtained the risk priority number (RPN) of each deficiency above via Fuzzy Failure Mode and Effects Analysis (FFMEA), and accordingly expounded how TRIZ was applied under this circumstance. Furthermore, the conflicts arousing among the enterprise, school, teachers and students were explored in sequence by means of technical contradiction solutions, and henceforth three strategies were generated and proposed aimed at enhancing the integrated course teaching of theory and practice for the automobile chassis major: 1) hardware construction, involving the construction of not only the teaching workplace and teaching equipment, but also teaching faculty training; 2) resource construction, along with the construction of school-based courses; 3) improvement of classroom teaching. At the last stage, the validity of the three advancement strategies were verified based on the implementation of a six-month remedial period.