Application of Sustainable Education Innovation in the Integrated Teaching of Theory and Practice Adopted in the Auto Chassis Course

With the swift advancement of the auto repair industry, the demand for relevant talents and professionals in auto repair is thereby increasing steadily. Meanwhile, due to higher and higher expectations and requirements from contemporary society towards these professionals, it is a must to continuously reform the course teaching mode adopted for the auto repair specialists in the secondary vocational schools to adapt to the market needs ultimately. The study’s primary aim was to investigate the application of sustainable education innovation in the integrated teaching of theory and practice adopted in the auto chassis course. Some research tools such as fuzzy Delphi method, fuzzy failure mode and effect analysis (FFMEA), and theory of inventive problem-solving (TRIZ) have been employed during the research process. After surveying and collecting the security incidents, which occurred in the integrated teaching of theory and practice adopted in the automobile chassis course, the presented reality that teachers were reluctant to accept the integrated teaching of theory and practice, and the deficiencies sensed in the school-enterprise engagement; the researcher firstly obtained the risk priority number (RPN) of each deficiency above via fuzzy failure mode and effect analysis (FFMEA) and accordingly expounded how TRIZ was applied under this circumstance. Furthermore, the conflicts among the enterprise, school, teachers, and students were explored in sequence utilizing technical contradiction solutions. Henceforth, three strategies were generated and proposed aimed at enhancing the integrated course teaching of theory and practice for the automobile chassis major: (1) hardware construction, involving the construction of not only the teaching workplace and teaching equipment but also teaching faculty training; (2) resource construction, along with the construction of school-based courses; and (3) improvement of classroom teaching. At the last stage, the three advancement strategies' validity was verified based on the implementation of a six-month remedial period.