In recent years, VR/AR/MR/XR and other digital technologies have been increasingly used in vocational education with the unique advantages of visualization, interactivity, immersive experience and so on. To maximize its teaching effect, we must adhere to the principle of "application is the king", "let teachers and students feel that digital resources can really be used, really easy to use, and love to use at any time", which forces the reform of education and teaching. "The R2 door washroom in the back cabin is on fire, I'll put out the fire, you go to report, you come to help..." Recently, in Beijing Changping Vocational School, Dong Hanqi, a senior high school student in the aviation service department, was wearing VR glasses and holding the handle for practical training. She told the reporter that this set of virtual simulation equipment can simulate different scenes in the cabin, and students can practice standard passwords, emergency handling procedures, etc. according to the scenes, so that they can master service skills more quickly. Compared with general education, vocational education pays more attention to skill operation. In recent years, VR/AR/MR/XR and other digital technologies have been increasingly used in vocational education with the unique advantages of visualization, interactivity, immersive experience and so on. Recently, the Action Plan for the Integration and Development of Virtual Reality and Industrial Applications (2022-2026) jointly issued by the Ministry of Education and other five departments proposed to build a number of virtual reality classrooms, teaching and research offices, laboratories and virtual simulation training bases in primary and secondary schools, higher education and vocational schools, and develop a number of virtual reality digital courses based on the teaching syllabus. Wang Jingjie, an assistant researcher at the Institute of Vocational Education and Continuing Education of the Chinese Academy of Educational Sciences, said that in vocational schools, virtual reality technology is widely used in such professional fields as high risk, difficulty in on-site arrangement of internships, and complex structures involved in teaching that are difficult to understand, which is conducive to meeting students' operational training needs and further stimulating students' learning interest through immersive sensory experience. From the teaching mode to immersive learning, "when you see the simulation scene, you feel like you are in the cabin, and you can master the standard operation process step by step according to the system prompts. In addition, you can also conduct a simulation test on the equipment, which is more targeted." Dong Hanqi said. Guo Tingting, the director of the aviation service department of Changping Vocational School, told the reporter that the VR equipment of the school was introduced in 2019. At present, there are three sets in total. Students practice in groups in the training class. The operating scene in the equipment is projected on the big screen in real time. The on-site teachers and students can observe and comment on the operation of this group of students, and the system will also score each training. "Service majors are special. Some service contents are invisible. Students can have a more immersive learning experience by simulating real scenes with digital equipment," said Guo Tingting. In August 2021, the Department of Vocational Education and Adult Education of the Ministry of Education determined 215 vocational education demonstration virtual simulation training base cultivation projects. Yu Xingwen, a teacher of the vocational and technical school of Jiangnan Shipbuilding Group, said in an interview that with the development of shipbuilding technology, the volume of ships has become larger and larger, and the internal structure has become increasingly complex. Since 2015, the school has begun to explore the construction of a digital teaching mode for hull assembly, and in the next few years, it has set up a "virtual factory for shipbuilding". "Before the development of this set of equipment, the teaching mode was dominated by teachers' speaking and students' listening, which was inefficient