A co-constructed and shared new form of vocational education teaching materials auxiliary development and management platform

Abstract

The present invention discloses a co-constructed and shared new-form teaching material auxiliary development and management platform for vocational education, including an industrial chain position analysis module, a professional group management module, a professional talent training formulation and management module, a curriculum standard formulation and management module, a teaching resource management module, a new-form teaching material writing module, a new-form teaching material trial module, a new-form teaching material distribution module, and a new-form teaching material use module. The present invention is helpful to realize the systematic and standardized development of new-form teaching materials for vocational education, to realize the digital development of new-form teaching materials for vocational education, and to realize the cross-temporal and multi-dimensional collaborative development and module-level co-construction and sharing of new-form teaching materials for vocational education.

Description

Technical Field

[0001] The present invention belongs to the technical field of teaching material development platforms, and in particular relates to a jointly built and shared new form of vocational education teaching material auxiliary development and management platform. Background Art

[0002] Educational institutions, as organizations that train talents for society, especially vocational education schools that teach professional skills, play a huge role in society; the content of educational institutions' textbooks directly affects the degree of applicability of students entering society. Especially now that technology is updated relatively quickly in all walks of life, the new form of vocational education textbooks cannot be updated in time with the technological updates of enterprises. This is one of the pain points faced by the new form of vocational education textbooks. In addition, the new form of vocational education textbooks also have problems such as duplicate construction of textbook resources, low resource sharing, and low utilization rate.

[0003] We have entered the digital age, but the loose-leaf characteristics of the new form of vocational education textbooks still follow the traditional loose-leaf concept and have many drawbacks: ① After the content of paper loose-leaf textbooks is replaced, there are problems such as disordered catalogue, page numbers, and chapters, and discontinuity; ② It is not easy to replace the content in loose-leaf textbooks at will, because of the lack of professional printing equipment, technology, and craftsmanship, it is difficult to ensure that the paper size, material, color, etc. in the original textbook are completely consistent, so it is easy to destroy the aesthetics of the textbook and make the textbook lack of attractiveness; ③ The organizational structure and design logic of the textbook content cannot be optimized in time; ④ Paper textbooks are not conducive to resource sharing between similar industries, similar enterprises, and similar courses; ⑤ It is not conducive to synchronizing changes in textbooks to other learners using the same textbooks in a timely manner; ⑥ Paper loose-leaf textbooks also have problems such as inconvenient carrying, easy page falling off, complex printing process, and high price. Summary of the invention

[0004] The problem to be solved by the present invention is to provide a co-built and shared auxiliary development and management platform for new forms of vocational education teaching materials, based on the digital construction of the new forms of vocational education teaching materials development platform, so that the new forms of vocational education teaching materials are better in line with job requirements and improve the systematicity, standardization and sharing of teaching material development.

[0005] The present invention is achieved through the following technical solutions:

[0006] A co-built and shared new form of vocational education teaching materials auxiliary development and management platform, including:

[0007] 1) Industrial chain job analysis module, including industrial chain occupational job group management submodule, which inputs and sorts out the jobs involved in a certain industrial chain to form industrial chain job groups; the industrial chain occupational job group management submodule is equipped with a job occupational competence standard management unit and a production process management unit, wherein the job occupational competence standard management unit inputs the occupational competence standard system of each job in the job group, establishes an occupational competence standard information table, and inputs the job occupational competence standard of each job in the job group;

[0008] The production process management unit inputs the production process design based on the typical production tasks of the industrial chain, establishes a production process data table based on the system, and draws a production process diagram;

[0009] The industrial chain position analysis module generates position professional competency standard documents and production process documents based on the input content;

[0010] 2) Professional group management module, including professional group submodule and talent training management submodule; the professional group submodule inputs the professional group determined according to the professional ability standards of each position in the industrial chain position group, and sets new options to expand the extension of existing majors or set up new majors according to the needs of industrial development; the intersection of the professional positions included in the majors in the professional group is empty, and their collection is the complete set;

[0011] The talent training program management submodule inputs the professional talent training specifications and career orientation, which are formulated according to the professional positions and professional ability standards corresponding to the major, and inputs the professional courses set according to the one-to-one correspondence between professional positions and courses; based on the knowledge points and skill points of all courses in the professional group, the professional courses include professional group public courses, professional public courses, professional characteristic courses and professional extension courses;

[0012] The talent training program management submodule generates talent training program documents based on the collected information;

[0013] 3) The curriculum standard management module inputs the curriculum standard format, establishes a curriculum standard data table to store curriculum standard information, and generates curriculum standard documents according to the curriculum standard format;

[0014] 4) The teaching resource management module inputs the teaching resource construction plan based on knowledge points, as well as the teaching resources that support the learning of this course; and generates a QR code linking the teaching resources.

[0015] It can also be linked through digital teaching materials, and all teaching resources can be shared at the module level by other teaching resource developers in accordance with relevant copyright regulations;

[0016] 5) The new form teaching material development module includes the teaching material model submodule and the teaching material writing submodule; the teaching material model submodule inputs the new form teaching material model and establishes a data table storing teaching material information according to the teaching material model; the teaching material writing submodule inputs the digital teaching material written online and modularly;

[0017] 6) The new form of textbook trial module includes a textbook trial interface and inputs evaluation feedback on digital textbooks;

[0018] 7) The new form textbook distribution module proofreads, reviews, and designs covers for digital textbooks, generating digital textbooks and paper textbooks that can be distributed;

[0019] 8) A new form of textbook usage module that provides access links to QR codes on digital textbooks and paper textbooks;

[0020] 9) The new form of textbook evaluation module inputs multiple evaluations of textbooks.

[0021] Furthermore, it also includes a user management module to register users, complete user information, and review the authenticity of user information; users participate in the development and use of the entire teaching materials in different identities.

[0022] Furthermore, it also includes a policy document management module for inputting relevant policy documents; users can view relevant policy documents through the policy document management module; and platform managers dynamically maintain the policy documents.

[0023] Furthermore, the industrial chain management module also includes an industrial chain job position analysis team management submodule, which includes personnel information of an industrial chain job position analysis team composed of professionals across regions, industries, schools, majors, and courses;

[0024] The professional group submodule also includes professional group construction teams composed of professionals and personnel information of professional construction teams;

[0025] The course standard management module also includes personnel information of the course construction team composed of professionals;

[0026] The teaching material development team submodule includes personnel information of the teaching material development team composed of professionals.

[0027] Compared with the prior art, the present invention has the following beneficial technical effects:

[0028] The co-built and shared new-form vocational education teaching material auxiliary development and management platform provided by the present invention is helpful to realize the systematic and standardized development of new-form vocational education teaching materials:

[0029] Based on the modules established by the present invention, the compilation of vocational education teaching materials system is assisted or guided. In the process of textbook compilation, users prepare materials or make corresponding preparations according to the requirements of each module; the compilation of new forms of vocational education teaching materials is not an isolated existence, but a systematic and rigorous huge project carried out on the basis of a series of preliminary work. These process data generated in each link are not only the basis and results of the teaching reform and operation of vocational schools, but also an important basis for textbook compilation. The modules constructed by the present invention systematically comb through each link of textbook compilation, and establish a development system including industrial chain (or cluster) job surveys, job group generation, generation of professional ability standards for each job, reform and generation of talent training programs, reform and generation of curriculum standards, and development of online teaching resources and practical training projects. Users can complete systematic textbook compilation by preparing corresponding materials according to the platform requirements, and it is closer to the actual needs of the position. The compiled textbooks can be updated in time with the technological upgrading of enterprises, overcoming the pain points faced by the current new forms of vocational education teaching materials;

[0030] Furthermore, this platform also provides online use of electronic textbooks and evaluation of electronic textbooks, assists in the trial of new forms of textbooks, and can obtain user evaluations and feedback; making the generated textbooks more user-friendly and more conducive to users learning according to the textbooks.

[0031] The co-built and shared new-form vocational education teaching material auxiliary development and management platform provided by the present invention is helpful to realize the digital development of new-form vocational education teaching materials:

[0032] The loose-leaf digitization of new forms of vocational education textbooks can be based on this platform. During the textbook writing process, the textbook content is classified and stored in the database according to the textbook format (or the organization method of the textbook content). When browsing the textbook or generating electronic textbooks, the textbook content is read from the database according to the textbook writing format to generate electronic textbooks that meet the user's format requirements. Moreover, electronic textbooks are convenient for trial and distribution during actual use, and electronic textbooks can be modified at any time. Digital textbooks are easy to browse, which solves the defect that traditional paper loose-leaf textbooks are not easy to modify and update. They can also be loose-leaf bound or glued into paper textbooks according to the needs of users, realizing the digitization of new forms of loose-leaf textbooks for vocational education and overcoming the various drawbacks of traditional loose-leaf textbooks.

[0033] The co-construction and sharing of new forms of vocational education teaching materials auxiliary development and management platform provided by the present invention is conducive to the cross-temporal and multi-dimensional collaborative development and module-level co-construction and sharing of new forms of vocational education teaching materials:

[0034] This platform is open to all walks of life. All teachers, corporate personnel and industry experts who are committed to vocational education reform and textbook development can register as legal users on the platform. Textbook development units can establish textbook development teams through a certain mechanism with registered users and personnel with certain qualifications or resumes, thereby realizing cross-temporal and multi-faceted collaborative development and cross-temporal and spatial sharing of talent resources. Textbook development and content organization use relatively independent knowledge points or skill points as the smallest unit, which can be used directly or after modifications by developers of other similar textbooks in accordance with relevant copyright management regulations, thus realizing module-level textbook resource sharing. After the textbook is completed, it can be published online, and any learner can obtain the latest textbook content in the first time through some means, which is a high degree of sharing of textbook resources; it also effectively solves the problem of duplicate construction of textbook resources. BRIEF DESCRIPTION OF THE DRAWINGS

[0035] Figure 1 It is a schematic diagram of the platform composition of the present invention;

[0036] Figure 2 It is a schematic diagram of the operation flow of the main functional modules of the present invention when the teaching material is written;

[0037] Figure 3 It is a schematic block diagram of the industrial chain management module;

[0038] Figure 4 It is a schematic block diagram of a professional group management module;

[0039] Figure 5 It is the correspondence diagram between each major in the professional group and each position in the position group;

[0040] Figure 6 This is a schematic diagram of the curriculum standard management module;

[0041] Figure 7 It is a schematic block diagram of the teaching resource management module;

[0042] Figure 8 A schematic diagram of the module for developing new teaching materials;

[0043] Fig. 9 This is a schematic diagram of the trial module of the new form of teaching materials;

[0044] Fig.10 It is a schematic diagram of the module for publishing new teaching materials;

[0045] Fig.11 A schematic diagram of the modules used in the new teaching material;

[0046] Fig.12 This is a schematic diagram of the new form of teaching material evaluation module;

[0047] Fig.13This is a correspondence diagram between various majors within the smart car professional group and various positions within the position group. DETAILED DESCRIPTION

[0048] The present invention is further described in detail below in conjunction with the embodiments, which are intended to explain the present invention rather than to limit it.

[0049] The co-built and shared new-form vocational education teaching material auxiliary development and management platform provided by the present invention is aimed at teaching material developers on the one hand, who assist in the writing of teaching materials based on the platform and generate new-form teaching materials; on the other hand, it is aimed at teaching material users, who make suggestions based on the trial and use of the teaching materials, or who learn based on the teaching materials and teaching resources.

[0050] Therefore, the users of this platform come from all walks of life, including platform managers, industry experts, corporate craftsmen, school teachers, educational technology personnel, publishing house staff, as well as students and social learners; among them are platform managers, textbook developers, textbook publishers, and textbook users, and users participate in the development and use of the entire textbook in different identities.

[0051] like Figure 1 As shown, the co-built and shared new form of vocational education teaching material auxiliary development and management platform provided by the present invention includes a server and various clients connected to the server through the Internet; users access the platform through the clients to develop or study teaching materials.

[0052] like Figure 2 As shown, the modules constructed by the present invention systematically comb through the various links of textbook writing, and establish a development system including industrial chain (or cluster) job research, job group generation, generation of professional ability standards for each job, reform and generation of talent training programs, reform and generation of curriculum standards, online teaching resource development and training projects. Textbook writers or organizers can complete systematic textbook writing by preparing corresponding materials according to platform requirements; users can also learn the corresponding textbooks.

[0053] The co-built and shared new form of vocational education teaching material auxiliary development and management platform provided by the present invention includes the following modules to assist in the development of new form teaching materials:

[0054] 1) Industrial chain job analysis module, including industrial chain occupational job group management submodule, which inputs and sorts out the jobs involved in a certain industrial chain to form industrial chain job groups; the industrial chain occupational job group management submodule is equipped with a job occupational competence standard management unit and a production process management unit, wherein the job occupational competence standard management unit inputs the occupational competence standard system of each job in the job group, establishes an occupational competence standard information table, and inputs the job occupational competence standard of each job in the job group;

[0055] The production process management unit inputs the production process design based on the typical production tasks of the industrial chain, establishes a production process data table based on the system, and draws a production process diagram;

[0056] The industrial chain position analysis module generates position professional competency standard documents and production process documents based on the input content;

[0057] 2) Professional group management module, including professional group submodule and talent training management submodule; the professional group submodule inputs the professional group determined according to the professional ability standards of each position in the industrial chain position group, and sets new options to expand the extension of existing majors or set up new majors according to the needs of industrial development; the intersection of the professional positions included in the majors in the professional group is empty, and their collection is the complete set;

[0058] The talent training program management submodule inputs the professional talent training specifications and career orientation, which are formulated according to the professional positions and professional ability standards corresponding to the major, and inputs the professional courses set according to the one-to-one correspondence between professional positions and courses; based on the knowledge points and skill points of all courses in the professional group, the professional courses include professional group public courses, professional public courses, professional characteristic courses and professional extension courses;

[0059] The talent training program management submodule generates talent training program documents based on the collected information;

[0060] 3) The curriculum standard management module inputs the curriculum standard format, establishes a curriculum standard data table to store curriculum standard information, and generates curriculum standard documents according to the curriculum standard format;

[0061] 4) The teaching resource management module inputs the teaching resource construction plan based on knowledge points, as well as the teaching resources that support the learning of this course; and generates a QR code linking the teaching resources.

[0062] It can also be linked through digital teaching materials, and all teaching resources can be shared at the module level by other teaching resource developers in accordance with relevant copyright regulations;

[0063] 5) The new form teaching material development module includes the teaching material model submodule and the teaching material writing submodule; the teaching material model submodule inputs the new form teaching material model and establishes a data table storing teaching material information according to the teaching material model; the teaching material writing submodule inputs the digital teaching material written online and modularly;

[0064] 6) The new form of textbook trial module includes a textbook trial interface and inputs evaluation feedback on digital textbooks;

[0065] 7) The new form textbook distribution module proofreads, reviews, and designs covers for digital textbooks, generating digital textbooks and paper textbooks that can be distributed;

[0066] 8) A new form of textbook usage module that provides access links to QR codes on digital textbooks and paper textbooks;

[0067] 9) The new form of textbook evaluation module inputs multiple evaluations of textbooks.

[0068] Furthermore, it also includes a user management module to register users, complete user information, and review the authenticity of user information; users participate in the development and use of the entire teaching materials in different identities.

[0069] Furthermore, it also includes a policy document management module for inputting relevant policy documents; users can view relevant policy documents through the policy document management module; and platform managers dynamically maintain the policy documents.

[0070] The following is a detailed description of each module.

[0071] 1. User management module, including user registration, user information completion and verification of the authenticity of user information.

[0072] Users come from all walks of life, including platform managers, industry experts, corporate craftsmen, school teachers, educational technology personnel, publishing house staff, as well as students and social learners; among them are platform managers, textbook developers, textbook publishers, and textbook users. Users participate in the development and use of the entire textbook in different identities; realizing the cross-regional, cross-industry, cross-school, cross-professional, and cross-course sharing of human resources in textbook development, as well as sharing with all learners in need.

[0073] 2. Policy document management module, for inputting relevant policy documents; all users can access relevant policy documents through the policy document management module to facilitate user access; platform managers dynamically maintain the documents therein.

[0074] 3. Industrial Chain Management Module ( Figure 3 As shown), including the industry chain occupation position analysis team management submodule and the professional group management module;

[0075] 3.1 The industrial chain occupational position analysis team management submodule includes the personnel information of the industrial chain occupational position analysis team composed of professionals across regions, industries, schools, majors and courses; and prompts the need to sort out the entire industrial chain to be processed to form the position group involved in the industrial chain.

[0076] 3.2 Professional group management module includes the industrial chain job groups formed by the industrial chain professional position analysis team after sorting, and stores the basic information of the job groups corresponding to the industrial chain and each job within the group.

[0077] 3.2.1 The job professional competency standard management unit inputs the professional competency standard format of each job within the job group provided by the industrial chain professional job analysis team, and establishes a professional competency standard information table for storing the job professional competency standards according to this format; the professional competency standard information table can be modified dynamically.

[0078] According to the occupational competency standard information table, the industry chain occupational position analysis team formulates the occupational competency standards for each position in the group and enters them into the occupational competency standard management unit. The occupational competency standards at least include the basic requirements for the position (such as education, age, skill level, gender, etc.), systematic knowledge points and skill points organized by classification, and other basic occupational requirements. This is the entry point and main basis for determining professional grouping, professional talent training specifications and occupational orientation, and professionalization of courses.

[0079] During the development process of job professional competency standards, the final format of the job professional competency standards text can be dynamically browsed.

[0080] 3.2.2 The production process management unit inputs the production process design based on the typical production tasks of the industrial chain provided by the industrial chain occupational position analysis team, establishes a production process information table to store production process information based on the production process design, and draws a production process diagram of the typical production process of the industrial chain;

[0081] When drawing the production process, users can browse the layout of the production process document at any time. The production process document is also the main basis for the development of practical training projects, teaching cases and teaching materials.

[0082] 3.3 The industrial chain position analysis module generates position professional competency standard documents and production process documents based on the input content;

[0083] The industrial chain position analysis module dynamically maintains the basic information of the industrial chain and the occupational position groups it contains, and stores various versions of occupational position professional competency standards and production process documents;

[0084] Users can enter the corresponding job information to obtain the job professional competency standard document and production process document corresponding to the job.

[0085] 4. Professional group management module ( Figure 4 As shown), including professional group submodule and talent training management submodule;

[0086] 4.1 The professional group submodule includes the professional group construction team composed of professionals and the personnel information of the professional group construction team; the professional group construction team determines the group profession based on the professional competency standards of each position in the position group included in a certain industrial chain, and enters it into the professional group submodule;

[0087] If necessary, the scope of existing majors can be expanded according to the needs of industrial development, or new majors can be set up and added by adding new options to meet the needs of professional groups and form a corresponding relationship between majors within the professional group and positions within the position group.

[0088] like Figure 5 As shown, the intersection of the occupational positions included in the m majors within the professional group is empty, and their collection is the full set (n positions).

[0089] 4.2 Talent Training Program Management Submodule includes professional talent training specifications and career orientations. Each professional construction team within the professional group formulates the professional talent training specifications and career orientations according to the professional positions and professional ability standards corresponding to the major, and sets professional courses according to the one-to-one correspondence between professional positions and courses. For example, if major i contains k positions, then k professional courses are set, and professional courses correspond to professional positions one by one.

[0090] Based on the knowledge points and skill points of all courses within the professional group, a systematic knowledge and skill system organized by courses is formed, and the common parts are extracted and organized into required courses for the professional group through classification; further, based on the major as a unit, the common parts of the professional courses are extracted and organized into required courses for the major through classification; the remaining parts are listed as professional characteristic courses for each major; finally, combined with the needs of industrial development, the requirements of the "1+X" certificate, skill level standards, etc., professional extension courses for this major are formed through classification and organization; and they are included in the talent training program management sub-module.

[0091] 4.3 The talent training program management submodule generates talent training program documents based on the collected information;

[0092] The professional group management module stores various historical versions of talent training programs, and also maintains the basic information of professional groups and manages documents.

[0093] 5. Curriculum Standard Management Module ( Figure 6 As shown), it includes the personnel information of the course construction team composed of professionals;

[0094] The curriculum construction team designs the curriculum standards;

[0095] The curriculum standard management module inputs the curriculum standard format and establishes a curriculum standard data table to store curriculum standard information.

[0096] Based on the curriculum standards data table, the curriculum construction team improves the structured curriculum standards information, enters it into the curriculum standards management module, and generates curriculum standards documents; during this process, users can browse the layout status of the curriculum standards document at any time.

[0097] The curriculum standards management module stores all historical versions of curriculum standards.

[0098] 6. Teaching resource management module ( Figure 7 As shown), to build, use and manage teaching resources

[0099] 6.1 Organize teaching resources by course, based on the knowledge and skill system of the course, and then determine the required teaching resource types according to the nature, importance, difficulty, purpose and construction cost of each knowledge point, form a resource construction plan that includes all knowledge points of the course, and enter it into the teaching resource management module.

[0100] 6.2 Taking knowledge points, skill points, typical work processes, etc. as the smallest units, develop and construct teaching resources in various forms, which are efficient and fast, to form comprehensive, systematic and high-quality teaching resources to support the learning of this course and enter them into the teaching resource management module.

[0101] 6.3 Teaching resources can be linked through the QR code of paper textbooks or through digital textbooks; learners can log in to the platform to study the courses.

[0102] All teaching resources can be shared at the module level by other teaching resource developers in accordance with relevant copyright regulations;

[0103] Teaching resources can be shared at the module level by other teaching resource developers in accordance with relevant copyright regulations.

[0104] 7. New form teaching material development module ( Figure 8 It includes the teaching material development team submodule, the teaching material example submodule and the teaching material writing submodule;

[0105] 7.1 The teaching material development team submodule includes the personnel information of the teaching material development team composed of professionals; the teaching material development team develops a new form of teaching material format according to the nature of the course, and establishes a data table to store the teaching material format information according to the teaching material format.

[0106] The teaching material format submodule is used to input new teaching material format and store the data table of teaching material information;

[0107] 7.2 According to the textbook development format, the textbook development team collaborates online across time and space to develop modular textbooks; during the textbook development process, developers can browse the textbook layout at any time.

[0108] During the textbook development process, you can also query the relevant content of similar or similar textbooks, and "copy" or "modify" the modules in them according to copyright management regulations to achieve resource co-construction and sharing.

[0109] After the textbook is completed, the digital textbook (for trial use) will be automatically generated according to the textbook format.

[0110] The textbook writing submodule inputs digital textbooks written online and modularly; and can preview and call textbooks.

[0111] 7.3 The new form teaching material development module stores various historical versions of digital teaching materials;

[0112] After the company's technology, processes and standards are upgraded and updated, the new form of textbook development module will promptly modify the relevant content in the textbooks.

[0113] 8. New form teaching material trial module ( Fig. 9 As shown in the figure, new teaching materials are tried out before they are officially released;

[0114] Provide a textbook trial interface and select students within a certain range to log in to the platform for trial;

[0115] During the trial, digital bookmarks and online notes are supported to record evaluation feedback on the teaching materials.

[0116] 9. New form of textbook distribution module ( Fig.10 The textbooks are published after being used and modified.

[0117] (1) The publishing house proofreads, reviews, and designs the cover of the digital textbook manuscript through this module, and enters it into the new form textbook distribution module;

[0118] (2) Generate releasable digital textbooks in accordance with relevant copyright management regulations; publish digital textbooks online through the new form textbook distribution module and remind textbook users through text messages;

[0119] (3) Automatically convert digital textbooks into paper textbook manuscripts and bind and publish the paper textbooks in a reasonable manner in accordance with relevant copyright management regulations.

[0120] 10. New form of teaching material usage module ( Fig.11 It is an important module to realize the value of teaching materials.

[0121] (1) All registered learners can use digital teaching materials across time and space;

[0122] (2) Textbook users can obtain the latest textbook content in real time, realizing a high degree of sharing of textbook resources. When using textbooks online, it supports functions such as digital bookmarks, online notes, and textbook evaluation.

[0123] (3) All teaching resources of this course can be easily accessed through digital teaching materials.

[0124] (4) Other textbook developers can share the module-level resources of this textbook in accordance with relevant copyright management methods to avoid duplication of construction and improve their textbook development efficiency.

[0125] 11. The new form of textbook evaluation module is an important module for improving and perfecting textbooks.

[0126] (1) The new form of textbook evaluation module can realize multi-dimensional evaluation of textbooks; textbook evaluation can be initiated by administrators, or textbook users can take the initiative to comment on a textbook.

[0127] (2) Administrative departments can organize the selection of excellent textbooks through the platform.

[0128] A specific embodiment is given below to illustrate several key modules of the present invention through the compilation of professional teaching materials for the intelligent connected vehicle industry chain.

[0129] Industrial chain management module:

[0130] Step 1: The person in charge of job analysis in the intelligent connected vehicle industry chain registers the intelligent connected vehicle industry chain in the industry chain management module and completes the basic information of the industry chain.

[0131] Step 2: The person in charge of the career position analysis of the intelligent connected vehicle industry chain will establish a career position analysis team for the industry chain across regions, industries, schools and majors through the industry chain career position analysis team management sub-module, and divide the tasks.

[0132] Step 3: Based on the division of labor, the members of the industry chain job position analysis team analyze the intelligent connected vehicle industry and form job groups for the industry chain; the specific job groups are: ① intelligent vehicle testing and verification, ② after-sales technical support and management, ③ environmental sensors and intelligent terminal installation and adjustment, ④ chassis wire control and intelligent cockpit installation and adjustment, ⑤ new energy vehicle maintenance and repair, ⑥ high-precision map collection and editing, ⑦ installation and debugging of automotive computer hardware equipment, ⑧ installation and debugging of automotive computer software systems, ⑨ installation and debugging of traffic network intelligent terminals, ⑩ charging pile installation and maintenance, Establishment and maintenance of Internet of Vehicles, etc.

[0133] Step 4: Through the industrial chain job group management module, the generated positions are entered into the professional group management module to form a job group for the intelligent connected vehicle industry and complete the basic information of each position.

[0134] Step 5: Establish professional competency standards for the 11 positions in this job group:

[0135] (1) The team collaborates to develop a standard format (or template) for job competency, including basic job requirements (such as education, age, skill level, gender, etc.), systematic knowledge points and skill points organized by classification, and other basic occupational requirements.

[0136] (2) The industrial chain job group management module dynamically establishes a database table to store job professional competency standard information in this format.

[0137] (3) Team members collaborated on the development of occupational competency standards for 11 positions based on this platform. All content about occupational competency standards is stored in the occupational competency standard management unit according to the requirements of the relational database.

[0138] (4) During the development process of job professional competency standards, the final version of the job professional competency standards text can be dynamically browsed.

[0139] (5) Automatically generate a job competency standards document based on the job competency standards format (or template) according to the information input by the user.

[0140] (6) The job-level professional competency standards management unit dynamically maintains the basic information of the industrial chain and the professional job groups it contains, and can store various versions of the job-level professional competency standards.

[0141] Step 6: Develop a production process (or workflow)

[0142] (1) Teamwork to develop a production process (or work process) format (or template).

[0143] (2) The production process management unit establishes a database table to store information on typical production processes (or typical work processes) according to this format (or template).

[0144] (3) Register the typical production process (or typical work process) corresponding to the industry in the production process management unit and complete the basic information. For example, the intelligent connected vehicle industry includes two typical work processes: the installation process of intelligent terminals for traffic network and the installation process of charging piles.

[0145] (4) The drawing work of two typical work processes is completed based on platform collaboration, and the requirements for the typical production process (or typical work process) relational database are stored in the production process management unit.

[0146] (5) When drawing a typical production process (or a typical work process), users can browse the layout of their documents at any time.

[0147] (6) Typical production process (or typical work process) documents can be automatically generated at any time when the user needs it.

[0148] (7) Dynamically maintain information on typical production processes (or typical work processes) and store various versions of typical production process (or typical work process) documents.

[0149] The following will explain the professional group management module through the intelligent connected vehicle technology professional group.

[0150] In order to support the demand for technical and skilled talents in the job groups of the intelligent connected vehicle industry chain, it is necessary to build a professional group with intelligent connected vehicle technology as the leading major, including new energy vehicle technology, intelligent transportation technology, automotive intelligent technology, mobile Internet application technology and other 5 majors. The name of the professional group is intelligent connected vehicle technology professional group.

[0151] Step 1: Organize professional groups through the professional group management submodule, form professional group construction teams and professional construction teams, and divide tasks.

[0152] Step 2: Through the analysis of the professional competency standards of 11 positions in the job groups included in the intelligent connected vehicle industry chain, the following corresponding relationships between job groups and professional groups are formed, such as Fig.13 As shown;

[0153] like Fig.13 As shown in the figure, the technical and skilled personnel demand for 11 positions in the intelligent connected vehicle industry requires five majors such as intelligent connected vehicle technology. Based on this, the group of majors is determined to build an intelligent connected vehicle technology professional group; if necessary, the scope of existing majors can be expanded according to the needs of industrial development, or new majors can be established to meet the needs of professional groups.

[0154] The intersection of the occupational positions contained in each major within the professional group is empty, and their sum is the complete set (11 positions).

[0155] The following will explain the talent training program management submodule through the revision of the talent training program for the intelligent connected vehicle technology major.

[0156] This professional group includes five majors in total, and a corresponding talent training plan should be formulated for each major. Now let’s take the talent training plan for intelligent connected vehicle technology as an example.

[0157] Step 1: The professional construction team formulates the talent training specifications and career orientation of this major based on the corresponding professional positions of the intelligent connected vehicle technology major (① intelligent vehicle testing and verification, ② after-sales technical support and management, ③ environmental sensors and intelligent terminal installation and adjustment, ④ chassis wire control and intelligent cockpit installation and adjustment) and their job professional ability standards. At the same time, professional courses are set up according to the one-to-one correspondence between professional positions and courses. The professional courses of this major are: ① intelligent vehicle testing and verification, ② after-sales technical support and management, ③ environmental sensors and intelligent terminal installation and adjustment, ④ chassis wire control and intelligent cockpit installation and adjustment.

[0158] A similar approach will be used to revise the talent training specifications and career orientations of the other four majors, and to set up professional courses.

[0159] Step 2: Sort out the knowledge points and skill points of all professional courses in the five majors within the professional group of intelligent connected vehicle technology, and form a systematic knowledge system for each course (including knowledge points and skill points).

[0160] The third step: extract the public knowledge part of all courses in the professional group, and organize them into required courses for the professional group through classification; further extract the common parts of professional courses based on majors, and organize them into required courses for the majors through classification; list the remaining parts as professional characteristic courses for each major; finally, combine the needs of industrial development, "1+X" certificate requirements, skill level standards, etc., and organize them through classification to form professional extension courses for this major.

[0161] Step 4: Further improve other information of the talent training program to form a complete talent training program; the talent training program management submodule generates a talent training program document based on the collected information.

[0162] Step 5: The talent training program management submodule stores various historical versions of the talent training program and can also maintain the basic information of professional groups.

[0163] The following uses the course "Internet of Vehicles Assembly and Maintenance" in the mobile Internet application technology major as an example to illustrate curriculum standard management.

[0164] Step 1: Establish a course construction team for "Internet of Vehicles Assembly and Maintenance" across regions, industries, schools, majors, and courses, enter the course standard management module, and divide the tasks.

[0165] Step 2: The course team designs the curriculum standard format (or template) for "Building and Maintaining Internet of Vehicles" and enters it into the curriculum standard management module.

[0166] Step 3: Create a database table to store curriculum standard information according to this format (or template).

[0167] Step 4: Team members collaborate to complete the development of the Internet of Vehicles Establishment and Maintenance Course Standard based on this platform. All content of the course standard is stored in the course standard management module according to the requirements of the relational database.

[0168] Step 5: During the curriculum standards development process, you can dynamically browse the final format of the curriculum standards text.

[0169] Step 6: The curriculum standards management module generates curriculum standards documents according to the curriculum standards format (or template).

[0170] Step 7: The curriculum standards management module dynamically maintains the curriculum standards information and stores various versions of the curriculum standards.

[0171] Below, we will use the "Internet of Vehicles Assembly and Maintenance" textbook of the Mobile Internet Application Technology major in the professional group as an example to illustrate the new form of teaching material development module.

[0172] Step 1: Establish a teaching material development team across regions, industries, schools, majors, and courses (it can be the course team corresponding to this teaching material), enter the new form of teaching material development module, and divide the tasks.

[0173] Step 2: The teaching material development team develops a new teaching material format (or template) based on the nature of the "Vehicle Network Assembly and Maintenance" course, and creates a data table to store teaching material information according to the teaching material format (or template).

[0174] Step 3: The teaching material development team conducts modular teaching material development according to the teaching material development format (or template) and collaborates online across time and space.

[0175] Step 4: During the textbook development process, developers can browse the textbook layout at any time.

[0176] Step 5: During the textbook development process, the team can also query the relevant content of similar or similar textbooks, and "copy" or "modify" the modules in them according to copyright management regulations to achieve resource co-construction and sharing.

[0177] Step 6: After the textbook is written, enter it into the new form textbook development module to generate digital textbooks (for trial use).

[0178] Step 7: The curriculum standards management module can store various historical versions of digital teaching materials.

[0179] Step 8: After the company's technology, processes, and standards are upgraded and updated, the relevant content in the textbooks can be modified in a timely manner, and the relevant textbook modification information can be pushed.

[0180] The above embodiments are preferred examples for implementing the present invention, and the present invention is not limited to the above embodiments. Any non-essential additions and substitutions made by those skilled in the art based on the technical features of the technical solution of the present invention shall fall within the protection scope of the present invention.

Claims

1. A co-built and shared new form of vocational education teaching materials auxiliary development and management platform, characterized by: include: 1) Industrial chain job analysis module, including the industrial chain occupational job group management submodule, which inputs and sorts out the positions involved in a certain industrial chain to form an industrial chain job group; The industrial chain occupational position group management submodule has a position occupational competency standard management unit and a production process management unit. The position occupational competency standard management unit enters the occupational competency standard format of each position in the position group, establishes an occupational competency standard information table, and enters the occupational competency standard of each position in the position group; The production process management unit inputs the production process design based on the typical production tasks of the industrial chain, establishes a production process data table based on the system, and draws a production process diagram; The industrial chain position analysis module generates position professional competency standard documents and production process documents based on the input content; 2) Professional group management module, including professional group submodule and talent training management submodule; the professional group submodule inputs professional groups determined according to the professional ability standards of each position in the industrial chain position group, and sets new options to expand the extension of existing majors or set up new majors according to the needs of industrial development; the intersection of professional positions included in the majors in the professional group is empty, and their collection is the complete set; The talent training program management submodule inputs the professional talent training specifications and career orientation, which are formulated according to the professional positions and professional ability standards corresponding to the major, and inputs the professional courses set according to the one-to-one correspondence between professional positions and courses; based on the knowledge points and skill points of all courses in the professional group, the professional courses include professional group public courses, professional public courses, professional characteristic courses and professional extension courses; The talent training program management submodule generates talent training program documents based on the collected information; 3) The curriculum standard management module inputs the curriculum standard format, establishes a curriculum standard data table to store curriculum standard information, and generates curriculum standard documents according to the curriculum standard format; 4) The teaching resource management module inputs the teaching resource construction plan based on knowledge points, as well as the teaching resources that support the learning of this course; and generates a QR code linking the teaching resources. Through the linking of digital teaching materials, all teaching resources are shared at the module level by other teaching resource developers in accordance with relevant copyright regulations; 5) The new form of teaching material development module includes the teaching material model submodule and the teaching material writing submodule; the teaching material model submodule inputs the new form of teaching material model and establishes a data table to store teaching material information according to the teaching material model; the teaching material writing submodule inputs the digital teaching material written online and modularly; 6) The new form of textbook trial module includes a textbook trial interface and inputs evaluation feedback on digital textbooks; 7) The new form textbook distribution module proofreads, reviews, and designs covers for digital textbooks, generating digital textbooks and paper textbooks that can be distributed; 8) A new form of textbook usage module that provides QR code access links on digital textbooks and paper textbooks; 9) The new form of textbook evaluation module inputs multiple evaluations of textbooks.

2. The co-built and shared new form of vocational education teaching material auxiliary development and management platform as claimed in claim 1, characterized in that: It also includes a user management module to register users, complete user information, and review the authenticity of user information; users participate in the development and use of the entire teaching materials in different identities.

3. The co-built and shared new form of vocational education teaching material auxiliary development and management platform as claimed in claim 1, characterized in that: It also includes a policy document management module for inputting relevant policy documents; users access relevant policy documents through the policy document management module; and platform managers dynamically maintain the policy documents.

4. The co-built and shared new form of vocational education teaching material auxiliary development and management platform as claimed in claim 1 is characterized in that: The industrial chain management module also includes an industrial chain job position analysis team management submodule, which includes personnel information of the industrial chain job position analysis team composed of professionals across regions, industries, schools, majors, and courses; The professional group submodule also includes professional group construction teams composed of professionals and personnel information of professional construction teams; The course standard management module also includes personnel information of the course construction team composed of professionals; The new form teaching material development module also includes a teaching material development team submodule, which includes personnel information of the teaching material development team composed of professionals.

5. The co-built and shared new form of vocational education teaching material auxiliary development and management platform as claimed in claim 1, characterized in that: The job competency standards for the position include educational background, age, skill level, gender, and knowledge and skill points organized by classification.

6. The co-built and shared new form of vocational education teaching material auxiliary development and management platform as claimed in claim 1, characterized in that: Sort out the knowledge and skill systems contained in each position, extract the common parts in the position group, and organize them into the common courses for the professional group through classification; Taking majors as units, extract the common parts of professional courses and organize them into required courses for the majors through classification; The remaining parts of the majors are listed as the professional characteristic courses of each major; In combination with the needs of industrial development, "1+X" certificate requirements, and skill level standards, the professional extension courses of this major are formed through classification and organization.

7. The co-built and shared new form of vocational education teaching material auxiliary development and management platform as claimed in claim 1, characterized in that: It organizes teaching resources based on courses, based on the knowledge and skill system of the course, and then determines the type of teaching resources needed according to the nature, importance, difficulty, purpose and construction cost of each knowledge point, forming a teaching resource construction plan that includes all knowledge points of the course; It takes knowledge points, skill points and typical work processes as the smallest units to develop and construct teaching resources in various forms, efficient and fast, and form teaching resources to support the learning of this course.

8. The co-built and shared new form of vocational education teaching material auxiliary development and management platform as claimed in claim 7, characterized in that: The teaching resources include animation demonstrations, production process videos, simulation training, online VR virtual factories and micro-class videos.

9. The co-built and shared new form of vocational education teaching material auxiliary development and management platform as claimed in claim 1, characterized in that: The teaching material evaluation module distributes teaching material evaluation forms to teaching material users and industry enterprises, and collects evaluation information of the teaching material users and industry enterprises on paper teaching materials or digital teaching materials; The new form of teaching material writing module enters the evaluation information.

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