Frontiers in Educational Research, 2026, 9(7); doi: 10.25236/FER.2026.090702.
Xiangjiao Chen1, Fangqin Qu2, Lei Chen3, Jun Yu1
1College of Intelligent Manufacturing, Wenzhou Polytechnic, Wenzhou, China
2Zhejiang Qikaidesheng Education Technology Co., Ltd., Hangzhou, China
3College of Optoelectronic Manufacturing, Zhejiang Industry & Trade Vocational College, Wenzhou, China
Motor and Electrical Control Technology, a core specialized course for electromechanical and automation majors, plays an essential role in cultivating students' electrical application capabilities, engineering logic, and occupational adaptability. Using the pedagogical practice at Wenzhou Polytechnic as a case study, this paper adheres to the fundamental educational principle of fostering virtue. It systematically explores the implicit ideological and political elements embedded within each teaching module to construct a tripartite teaching objective system: knowledge acquisition, skill development, and value orientation. By implementing curriculum reforms, optimizing professional content, and innovating diversified teaching methods, this study establishes a multidimensional and continuous evaluation mechanism. These efforts achieve a seamless integration and synergy between professional training and ideological and political education. Pedagogical practice demonstrates that systematically incorporating holistic education throughout teaching, practical training, and assessment effectively enhances students' professional proficiency and comprehensive competencies. Ultimately, this approach cultivates high-quality electrical engineering talents equipped with solid technical capabilities, rigorous professional ethics, and a strong sense of industry responsibility.
Motor and Electrical Control Technology; teaching reform; professional education; ideological and political education
Xiangjiao Chen, Fangqin Qu, Lei Chen, Jun Yu. Teaching Reform and Practice Research on Ideological and Political Integration in Motor and Electrical Control Technology Course. Frontiers in Educational Research (2026), Vol. 9, Issue 7: 22-29. https://doi.org/10.25236/FER.2026.090702.
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