关键词: CAD/CAM；OBE；项目式教学；产业需求；教学改革

Abstract: In response to the core pain points of the computer aided design (CAD)/computer-aided manufacturing (CAM) courses in universities, such as the disconnection between teaching objectives and industry, the separation of practice and theory, and the single evaluation system, this study integrates the outcome-based education (OBE) concept and project-based teaching model to construct a trinity teaching reform path of "goal reconstruction-project-driven-and multiple evaluation". Based on the reverse design of industrial demands, a three-level progressive project teaching objective of "basic–comprehensive–innovative" is established. Empirical data is shown that students' engineering problem-solving abilities and the number of awards in innovation competitions are significantly improved after the pedagogical reform. This model promotes the transformation of the course from "tool operation training" to "engineering innovation ability cultivation", builds an education ecology with deep integration of industry and education, and provides a generalizable paradigm for the cultivation of intelligent manufacturing talents.

Key words: CAD/CAM; OBE; project-based teaching; industrial demands; teaching reform