Teaching Reform of the Hydraulic Transmission Course for Enhancing Engineering Practice Competence under the Development of New Quality Productive Forces

Abstract

With the rapid advancement of new quality productive forces, particularly intelligent manufacturing and automation technologies, the demand for engineering practice competence in hydraulic transmission has increased significantly. However, the traditional teaching model of the Hydraulic Transmission course is no longer sufficient to meet the evolving requirements of talent cultivation. To address existing challenges, including the disconnect between theory and practice, limited instructional approaches, and a monotonous assessment system, this study proposes a teaching reform framework centered on strengthening engineering practice competence under the guidance of new quality productive forces. The reform enhances practical training through project-based learning, virtual simulation technologies, and university–industry collaboration, thereby improving students’ abilities in hydraulic system design and fault diagnosis. In addition, diversified teaching approaches, including case-based learning, flipped classrooms, and blended learning, are adopted to promote classroom interaction and strengthen the integration of theoretical knowledge with engineering applications. Furthermore, the assessment system is redesigned by increasing the proportion of practical evaluation and incorporating process-oriented assessment, thereby fostering students’ technical proficiency and engineering competence in hydraulic transmission. The proposed reform provides a solid foundation for preparing students to meet the demands of engineering practice in emerging productivity-driven industries.