Pathways for Teaching Model Reform Driven by the Interaction between New Quality Productive Forces and Vocational Education: The Case of Electrical Automation Technology

Electrical automation teaching must prepare students to commission interconnected equipment, diagnose faults and judge technical changes against operating requirements. These tasks bring the relationship between new quality productive forces and vocational education into the classroom: industrial change reshapes competence requirements, while skilled graduates and college technical services can support the adoption and improvement of production technologies. This paper develops a teaching reform proposal for the three-year higher vocational Electrical Automation Technology programme. It combines policy and document analysis, conceptual comparison and instructional design, using the national professional teaching standard and research on project-based learning, workplace learning and authentic assessment. The analysis identifies coordination problems involving curriculum sequencing, practical training, enterprise participation, assessment and resource provision. A proposed project, upgrading a conveying and sorting cell while examining its energy use, connects programmable logic controller programming, variable-frequency drives, human-machine interfaces and industrial networking. Students move from requirement analysis and simulation to supervised commissioning, fault diagnosis and evidence-based review. Assessment combines project documentation and operating records with individual explanation and transfer tasks. The proposed reciprocal mechanism depends on translating workplace requirements into assessable learning tasks and returning reviewed teaching outcomes to enterprise discussion, staff training or technical service. These routes require sustained teacher coordination and explicit responsibility for accepting changes. The paper presents a design for subsequent piloting; it reports no institutional intervention or measured learning gains. A future evaluation should examine competence transfer separately from any claim about enterprise productivity, because a functioning classroom prototype provides insufficient evidence of industrial impact.