主办：陕西省汽车工程学会
ISSN 1671-7988  CN 61-1394/TH
创刊：1976年
汽车实用技术

汽车实用技术 ›› 2026, Vol. 51 ›› Issue (19): 151-156.DOI: 10.16638/j.cnki.1671-7988.2026.019.020

• 汽车教育 • 上一篇    下一篇

应用研究型大学专创融合特色课程建设与实施 ——以汽车智慧网联技术课程为例

李渊 1，王玉彪 2，薛志安 1   

  1. 1.内蒙古工业大学 能源与动力工程学院； 2.深圳风向标教育资源股份有限公司
  • 发布日期:2026-10-08
  • 通讯作者: 李渊
  • 作者简介:李渊（1990－），男，博士，副教授，研究方向为电动化载运工具应用
  • 基金资助:
    内蒙古工业大学专创融合课程建设项目（ZC2024011）；教育部产学合作协同育人项目（241101057281345）

Construction and implementation of specialized and innovative integration characteristic courses in applied research universities －Take the course on vehicle intelligent connected technology as an example

LI Yuan1 , WANG Yubiao2 , XUE Zhian1   

  1. 1.College of Energy and Power Engineering, Inner Mongolia University of Technology; 2.Shenzhen Fengxiangbiao Educational Resources Company Limited
  • Published:2026-10-08
  • Contact: LI Yuan

PDF

摘要： 随着汽车产业加速向智能化、网联化方向发展，对车辆工程专业人才的工程实践能力 与创新能力提出了更高要求。针对传统“PPT+教材”教学模式在复杂工程场景认知、系统分 析与综合决策训练中的不足，文章以内蒙古工业大学汽车智慧网联技术课程为研究对象，依 托车辆工程专业工程教育认证与专创融合特色课程建设项目，探索应用研究型大学专创融合 导向的课程教学改革路径。文章构建并实施“虚拟现实（VR）案例行动学习法”，通过重构 课程目标、优化教学内容组织与课堂实施流程，将真实工程问题融入教学全过程。结果表明， 课程实施后学生综合案例分析成绩提高 15%～25%，系统架构理解与多目标决策能力平均提 升 18%以上，课堂参与率和任务完成率明显提高，80%以上学生认为该方法提升了工程问题 分析能力、系统思维能力和学习主动性。

关键词: 专创融合；汽车智慧网联技术课程；VR 案例教学；行动学习法

Abstract: As the automotive industry accelerates its development toward intelligence and connectivity, higher requirements are placed on the engineering practice and innovation capabilities of talents majoring in vehicle engineering. The traditional "PPT+textbook" teaching mode shows deficiencies in training students on complex engineering scenario cognition, system analysis and comprehensive decision making. Taking the course Vehicle Intelligent Connected Technology at Inner Mongolia University of Technology as the research object, this paper explores a curriculum teaching reform path oriented to the integration of specialization and innovation for application oriented universities, supported by the engineering education accreditation of the vehicle engineering program and the featured curriculum construction project for integrating specialty and innovation. A "virtual reality (VR) case action learning method" is constructed and implemented. By reconstructing course objectives and optimizing teaching content arrangement and classroom implementation procedures, real world engineering problems are integrated into the whole teaching process. The results demonstrate that after curriculum implementation, students' comprehensive case analysis scores increase by 15%~25%; their capabilities of system architecture understanding and multiobjective decision making improve by over 18% on average. Classroom participation and task completion rates rise significantly. More than 80% of students believe that this method has enhanced their engineering problem analysis ability, systematic thinking and learning initiative.

Key words: integration of specialization and innovation; Vehicle Intelligent Connected Technology course; VR case teaching; action learning method