Construction and Practice of Smart Curriculum for "Optics and Laser Principle Technology" Driven by Key Element Reform in Vocational Education

Abstract

In 2026, the Ministry of Education issuedthe "Opinions on Deepening the Reform of Key Teaching Elements in Vocational Education" (Jiao Zhi Cheng [2026] No. 1), which explicitly identifies specialties, curriculum, textbooks, teachers, and practical training as the five core teaching elements of vocational education. The document proposes implementation pathways for systematic and coordinated reform, aiming to address practical challenges such as the disconnect between industry and education, closed-off school operations, and insufficient alignment between talent supply and industrial needs. As the core hub connecting specialty positioning, teaching resources, and practical training education, curriculum serves as the critical foothold for implementing element reform. Currently, fundamental engineering courses in higher vocational colleges generally face practical issues including outdated teaching content lagging behind industrial processes, monotonous teaching modes, insufficient digital teaching resources, and lack of process-oriented evaluation, making it difficult to meet the training needs of highly skilled talents in the intelligent equipment manufacturing industry. This paper takes the "Optics and Laser Principle Technology" course at Zhejiang Industry & Trade Vocational College as a real teaching reform carrier, combined with one semester of complete teaching operation data, and based on the requirements of coordinated reform of the five elements, explores a set of implementable and replicable smart curriculum transformation pathways tailored to the realities of higher vocational education. Through reconstructing the modular curriculum system, co-constructing school-enterprise digital teaching resources, building integrated online-offline smart classrooms, improving dual-qualified teacher cultivation and virtual-real integrated training systems, a data-driven whole-process teaching evaluation mechanism is formed. Teaching practice data shows that after systematic smart transformation, students' autonomous learning motivation, classroom participation, and comprehensive course pass rates have all been significantly improved, providing practical reference for the teaching reform of similar fundamental professional courses in optoelectronics and high-end equipment specialties.