Step-Based Three-Dimensional Teaching Model: Scenario Simulation, Practical Drills, and Deep Reflection—Innovation and Practice in the “Dual-Carbon Finance” Course

《双碳金融》课程以模块化教学重构教学内容，涵盖碳全球治理、个人降碳实践、双碳与经济发展等核心模块。本文以模块四中的碳交易机制为基础进行教学模式的探索。采用“情境模拟、七分实战、三分反思”的教学理念，通过案例具象化理论、沙盘虚拟仿真、碳排放因子数据库应用及小组协作研讨等活动，解决职业学院学生理论学习枯燥、计算能力薄弱与实际问题分析不足的痛点，设计步骤式三维教学模式，构建“模拟 → 实战 → 反思”的递进式教学框架。实践表明，该方法有效提升了学生的知识掌握、工具应用能力及思考能力。本案例研究为职业教育领域人才培养提供可复制推广的创新范式。The course “Dual-Carbon Finance” reconstructs the teaching content through modular teaching, covering core modules such as global carbon governance, individual carbon reduction practices, and the relationship between dual-carbon goals and economic development. This paper explores the teaching model based on the carbon trading mechanism in Module Four. By adopting the teaching philosophy of “context simulation, 70% real combat, and 30% reflection,” the study uses case-based concretization of theory, sandbox virtual simulation, application of a carbon emission factor database, and group collaborative discussion to address the pain points of vocational college students, such as dull theoretical learning, weak computational skills, and insufficient analysis of practical problems. A step-by-step 3D teaching model is designed, constructing a progressive teaching framework of “simulation → real combat → reflection.” Practice has shown that this method effectively enhances students’ knowledge acquisition, tool application abilities, and thinking skills. This case study provides a replicable and scalable innovative paradigm for talent cultivation in the field of vocational education.