| Abstract |
Addressing the disconnect between traditional teaching methods and the rapid industry development in higher vocational organization and storage education, this study explores the theoretical basis, practical pathways, and outcomes of instructional reform in the context of industry-education integration. Using the "Construction of Organization and Storage Courses from an Industry-Education Integration Perspective" project at Shanghai Industrial and Commercial Polytechnic as a model, it establishes a deep industry-education integration framework and a "dual mentor" education mechanism, innovates course content and teaching methods, and restructures the curriculum along with digital resource development. Adhering to the collaborative education concept between schools and enterprises, it successfully assembled a "dual-system, dual-qualified" teaching team composed of corporate trainers and in-house teachers, characterized by "combining full-time and part-time instructors with strong teaching and practical skills." It explores and develops a teaching reform model driven by job requirements, guided by real projects, and featuring progressive competency development, which has proven mature and effective with broad replicability and scalability. This reform enriches vocational education theory, pioneers new pathways for industry-education integration in life service vocational education, and demonstrates high practical value and exemplary significance. The model has gained industry recognition and widespread application. Under the industry-education integration framework, the reform effectively addresses the shortcomings of traditional teaching models, aligns with industry demands, significantly enhances students' professional competence and practical skills, provides innovative ideas and effective approaches for cultivating high-quality organization and storage professionals, and holds important reference value for advancing vocational education modernization.
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