Why has the page by page "Fault Notes" become a "treasure trove" that students strive to pass down and read? Can repeated 'failure' sharing sessions become the 'winning code' for future battlefields? Soldiers are born to conquer. In the mindset of soldiers, the ultimate pursuit is to achieve unstoppable victory, while failure is often seen as an unspeakable pain. Whether it's the "slip of the horse" in major exercises or the misjudgment errors in daily training; Whether it is the deviation of the commander's decision at the moment of the opportunity, or the improper handling of the operator's actions in an instant... These "shameful" moments are often the painful chapters that the parties involved are most unwilling to recall. At the Ordnance Noncommissioned Officer School of the Army Engineering University, changes are quietly taking place - actively "opening scars", placing "failures" in the spotlight of teaching and discussion, and studying them with the courage to heal bones and poison, and the eagerness to educate people for war, making them a sharpening stone to ensure victory. The implementation of 'failure' case teaching has become an important component of practical teaching. ”Cheng Hongkai, the head of a certain department, introduced that "every defeat and failure point experienced by soldiers in the training field reveals the extreme boundaries of equipment, potential risks of operation, and the cruel complexity of the battlefield environment. Only by understanding the reasons for the defeat can we clench the fist of victory." From "taboo defeat" to "research defeat," what has the practical "set of mistakes" inspired and promoted? How can these experiences tempered by failures be transformed into victories on future battlefields? With these questions in mind, the reporter walked into the school to find the answers behind the profound transformation of teaching philosophy. Facing defeat head-on - there is no need to fear it, but what is frightening is to cover it up and let it develop into a bigger hidden danger. In a study room of a certain student soldier team, the reporter saw more than 10 radar professional students focusing on reading the "Compilation of Radar Support Failure Cases" and taking notes from time to time. In the past, these cases were embarrassing to mention. Now we are collaborating with students and teachers to proactively disassemble and analyze. Weekly case review has become the most anticipated brainstorming moment for short-term trainees. ”The captain of a certain military academy, Cai Bao, said. The reporter learned that Cai Bao's student soldier team was one of the earliest practitioners of the "failure" sharing session. When it comes to the original intention of launching this activity, Cai Bao talked about his experience as a commander in grassroots troops. During a training session, Cai Bao and his comrades were unable to locate their target due to inaccurate terrain analysis, resulting in poor performance. During the review, although Cai Bao admitted his mistake, he failed to deeply reflect on the key issues in his command decisions and on-site response due to face saving reasons. The entire review also failed to truly touch on the shortcomings. Half a year later, during a cross regional mobile training, facing unfamiliar territory and sudden "enemy situations", they once again exposed their old problems during rapid positioning, almost delaying the fighter jet. These two lessons have awakened me! ”Cai Bao said, "If we don't face up to the failures in the training, don't dig deep into the root causes, and don't truly learn from the lessons, winning future wars is just empty talk!" From soldiers to company leaders, and then to brigade cadres, Cai Bao's 14 years of grassroots experience have made him deeply understand the pain points of practical training. Now, as the captain of the student army, Cai Bao is well aware of the heavy responsibility on his shoulders: the Non Commissioned Officer School is a melting pot for forging frontline combat oriented technical soldiers, responsible for providing the troops with skilled equipment, precise maintenance, and the ability to win. Many students have already accumulated vivid practical cases before coming to the school. Inspired by some military research materials, Cai Bao, while also serving as a teacher for the "Wartime Equipment Support" course at the school, innovatively opened a special topic on "Analysis of 'Defeat' Cases" to guide students and soldiers to face and dissect "failures", and hone the hard skills of winning through studying failures. However, changing mindset is not an easy task. At the beginning of the preparation of the "Defeat" sharing session, many students and teachers had concerns: "Who would want to make their unit's failures public? ”Does showing failure mean that one's abilities are not up to par? ”Will bringing together so many failed cases dampen morale? ”Breaking the ice requires the courage to set an example first. At a team affairs meeting, Cai Bao took the lead to step onto the stage and talked about the original intention of preparing for the "failure" sharing session, candidly sharing his own "failure" experience. He said that later on, an old squad leader in the brigade took the initiative to find him and shared a similar experience with him. During the long conversation, from discussing technical details to ensuring the rigor of the process, that candid exchange helped him unload his ideological burden and untie his heart knot. Uncovering it today is to hope that comrades in arms understand: failure is not to be feared, what is terrible is to cover it up and let it develop into a bigger hidden danger! ”This candid courage stirred up waves in the hearts of the soldiers present. Encouraged by Cai Bao, Wang Xisheng, a student soldier, was the first to share his experience of the simulation system being "paralyzed" due to the tight connection of reverse lines during the unit's actual installation assessment. This matter of losing face has been weighing on my mind for half a year. It's easy to say today, and everyone helped me analyze how to deal with emergencies. It turns out that facing failure is not scary! ”Wang Xisheng said. The resonant applause ignites more desire to express oneself. So, from low-level operational errors to complex environmental system crashes, from security blockages to collaborative chain breaks... one case after another was excavated and presented. Li Tiantian, a student soldier, candidly said, "When I saw the focused attention from the audience, my heart gradually became calm - daring to face and overcome it. This' scar 'may become the' starting point 'for future victories." Now, students have spontaneously established a fault case exchange group to analyze questions and mistakes in training; Teachers actively collect "failure" cases to enrich the teaching library, and add "typical error handling" to the equipment maintenance manual... Both inside and outside the classroom, strategic research and combat have become a trend. Transformation - Every "failure" case is a battlefield support issue that needs to be solved. In the past six months, the teaching and research office of a certain department of the school and three student teams have organized more than 10 unique "failure" sharing sessions. The teachers deeply realize that only by accurately identifying the root cause of failure and refining the effective way to defeat the enemy, can the true meaning of "studying failure" be revealed. Through the positive guidance of the teachers, the students shed their initial anxiety and dared to expose their shortcomings, revealing the setbacks and confusions encountered in the training field and operations. At the same time, deeper "transformation battles" have quietly begun under the coordination of the teaching and research department. A certain student soldier brigade led a joint effort with the teaching and research department, technical experts from relevant equipment manufacturers, and experienced student soldiers to establish a three in one in-depth analysis mechanism of "expert consultation, teacher-student joint research, and practical verification". Liu Dong, a student soldier, personally experienced a dangerous situation of a certain type of radar being "deaf" at the training ground, becoming their first object of in-depth "dissection". In the specialized repair room, simulated images restored the dangerous situation at that time. This is a typical fault of this type of radar, which requires comprehensive analysis of various systems such as the transmitter and receiver. "Instructor Cheng Hongkai relied on a simulation training system to accurately analyze the fault mechanism and demonstrate the troubleshooting process, providing Liu Dong with immersive solutions. Subsequently, a real-time radar repair assessment closely following actual combat unfolded. In the operation cabin, student Li Zhilin calmly applied the fault diagnosis method summarized by the instructor to test and accurately identify the fault source, efficiently completed the repair, and recorded the complete process in the practical report when facing the fault code on a certain type of radar terminal. This assessment embedded in practical combat background is the innovative achievement of the "transformation war". In response to the shortcomings of "emphasizing operations over principles" and "troubleshooting based on experience" exposed by student soldiers, the teaching and research department has collected over a hundred typical fault cases through joint education and training activities with frontline troops over the past five years, which have been systematically transformed into practical teaching courses. During a class, teacher Tu Wangming posed a challenging exam question to the students. The task was assigned, and the soldiers immediately divided into groups for discussion. Some groups advocate strictly following standard operating procedures, starting from the most basic steps and conducting item by item inspections; Some groups suggest reverse sorting the signal link to identify the most likely problematic link; Some groups particularly emphasized the need to compare data differences and find breakthroughs... Their ideas became clearer in the collision. Just as they couldn't argue anymore, soldier Zhu Zhiqiang had a flash of inspiration in his mind: "This scene is a bit similar to the analysis of that case last time." Based on the analysis plan in the previous class, Zhu Zhiqiang led the group to eliminate the problem in only half of the prescribed time. The analysis of the 'failure' cases shared by our comrades in class that time has truly become our 'emergency medicine' today! Every 'failure' case is a battlefield security issue that needs to be solved. ”Tu Wangming introduced that more than 10 "failure" cases experienced by soldiers, from adapting to complex environments to emergency repairs on the battlefield, have been transformed into teaching subjects after sorting them out. Building mechanisms, optimizing courses, and cultivating talents... Teachers are constantly transforming those "unsolved battlefield support issues" into reliable support for defeating the enemy on the future battlefield. Reshaping - Using what you have learned to break down the dilemma and boldly explore the "optimal solution on the battlefield". In response to the problem of equipment deployment delays caused by unscientific planning of the support area route, I suggest optimizing the entry route in this way! ”During a heated case study class, the speech of student Wang Chengpeng caught the teacher's eye. In the end, the plan proposed by Wang Chengpeng was adopted by the teaching and research department and included in the training manual for a certain type of radar. This scene reflects a profound change in the teaching relationship - students are no longer passive recipients of knowledge. From providing vivid cases to deeply analyzing the root causes, and then contributing practical solutions, Xuebing has become the source of vitality for classroom innovation. Nowadays, debates around "failure" cases often spark sparks, as they use their knowledge to break down difficulties, boldly explore the "optimal solution on the battlefield", and expand the boundaries of lesson plans. The value of integrating the experiences of soldiers into teaching goes far beyond solving individual technical problems. ”The school leaders told reporters, "It is profoundly reshaping the teaching ecology of the school: teachers are shifting from knowledge transmitters to 'battlefield guides' and' ability forgers', and the focus of teaching and research is shifting from explaining principles to honing core abilities for winning future wars." "Relying solely on textbooks can no longer keep up with the winning needs of future battlefields! ”On the desk of instructor Qiu Lei, there is a thick stack of "failure" cases collected from student soldiers. The battlefield "pain points" they bring force teachers to accelerate their transformation from classroom instructors to composite coaches who understand the military, study warfare, and provide excellent support. Once, when reviewing the exercise case, student Yin Tao candidly said, "The textbook only talks about fault codes, but at that time the screen was completely black and the codes were not visible! When we opened it up, we found that the heat dissipation port was blocked by sand and dust!" Teaching instructor Zhang Fan was leading everyone to analyze the cause of the fault and was stunned by the words. He immediately asked for details, and Yin Tao immediately explained the "dirty process" of emergency sand removal. After class, Zhang Fan sighed and said, "It used to be my teacher's' standard answer, 'but now they teach me the' battlefield solution. 'This role is great!" Now, the teachers are actively "rooting down": they go deep into the front line of training and experience the pain points of equipment support firsthand in the smoke and fire of artillery fire; Holding the 'Zhuge Liang Meeting' with grassroots officers and soldiers to accurately connect with urgent needs on the battlefield; Translate the list of issues reported by the military into a task list for teaching reform as soon as possible. The focus of the teacher's lesson preparation has shifted from thoroughly explaining the knowledge points in the textbook to "studying, teaching, and moving towards the battle". Nowadays, entering the radar equipment support classroom, the normalized "failure analysis" mechanism links the thorny equipment pain points, cutting-edge scientific research and development, and the skill shortcomings of learning soldiers. Moreover, the teaching model