Exploration of Teaching Model Reform in Automotive Fault Diagnosis Courses under the CBL+PBL Concept

This paper analyzes the current state and main issues of teaching models for automotive fault diagnosis courses in vocational colleges and proposes an innovative teaching approach that deeply integrates Case-Based Learning (CBL) and Problem-Based Learning (PBL). Taking "abnormal engine oil consumption" as an example, a self-directed learning pathway for fault diagnosis knowledge is constructed through the design of real-case scenario introduction, problem-chain-driven inquiry, role-based group collaboration, and dynamic fault simulation. Practical results demonstrate that this model significantly enhances students' fault analysis skills, inquiry awareness, and teamwork abilities, providing a reference for practical teaching reform in automotive fault diagnosis courses at vocational colleges.