Research on Teaching Strategies of Power System Relay Protection Based on OBE Concept

Yutong Liu; Xinda Li; Ming Yang; Huida Duan

doi:10.26689/jera.v9i6.13157

Yutong Liu Changchun Institute of Technology, Changchun 130012, Jilin, China
Xinda Li Changchun Institute of Technology, Changchun 130012, Jilin, China
Ming Yang Changchun Institute of Technology, Changchun 130012, Jilin, China
Huida Duan Changchun Institute of Technology, Changchun 130012, Jilin, China

DOI: https://doi.org/10.26689/jera.v9i6.13157

Keywords: OBE, Power system relay protection, Learning outcomes, Teaching reform

Abstract

With the continuous improvement of current science and technology and residents’ electricity demand, the power system relay protection course has become a key component of the curriculum for students majoring in power engineering. In this context, the teaching model of power system relay protection faces both new challenges and opportunities. By integrating the Outcome-Based Education (OBE) concept, teachers can reconstruct curriculum objectives and teaching frameworks by clearly defining learning outcomes, thereby enhancing students’ practical competencies and innovative thinking. Based on the core connotation of the OBE concept, this paper analyzes the significance of incorporating OBE into Power System Relay Protection teaching and explores effective implementation strategies. The findings aim to offer practical insights for teaching reform and to strengthen the alignment between academic training and industry requirements.

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