Exploration on the Reform Path of Project-Based Teaching in Higher Vocational Colleges Based on the SGAVE Concept

Abstract

In response to the issues of disconnection from industry and one-sided competency development in the teaching of foundational mechanical manufacturing courses in higher vocational education, this study explores project-based teaching reform for the course under the guidance of the Sino-German Advanced Vocational Education Cooperation Project (SGAVE) concept. It systematically analyzes the connotation and characteristics of the SGAVE concept, restructures the course content to align with job requirements, and develops authentic enterprise-related projects. A reform framework is constructed, encompassing “restructuring the curriculum system—innovating teaching methods—developing project-based teaching resources—building a teaching team.” A Four-in-One evaluation system integrating “knowledge, skills, literacy, and outcomes” is designed to fully align with the three-dimensional competency development goals of professional, methodological, and social skills. The research demonstrates that the SGAVE concept can effectively promote the shift of higher vocational foundational courses from knowledge transmission to competency development, providing practical references for the reform of foundational courses in mechanical engineering and the localization of the “dual system” in vocational education.