Teaching Reform Path of New Energy Vehicle Repair Course from the Perspective of "Post-Course-Competition-Certificate" Integration

This paper takes the new energy vehicle repair course as an example to explore the teaching reform strategies in vocational colleges from the perspective of "Post-Course-Competition-Certificate" integration. First, the theoretical foundations are reviewed through literature research. Then, using case analysis, the practical effects of the integrated teaching model are demonstrated by comparing actual observations and data from the new energy vehicle repair course at L Vocational College. Detailed teaching design reforms are proposed in three aspects: teaching content, teaching methods, and evaluation systems. The focus is on constructing a work-process-oriented curriculum content system, adopting project-based teaching methods to stimulate students' interest and initiative, and establishing a diversified teaching evaluation mechanism to ensure teaching quality and talent cultivation outcomes. The aim is to provide reference ideas and methods for teaching reforms in other vocational colleges, fostering high-quality technical and skilled talents that meet the demands of the modern new energy vehicle industry.