关键词: OBE 理念；知识贯通；翻转课堂；项目驱动；混合式教学

Abstract: As a core course for vehicle engineering majors, the Automobile Construction course is characterized by strong practicality and comprehensiveness. To address the challenges of its complex and highly integrated knowledge, limited class hours with rapid knowledge updates, and the disconnect between theory and practice, this paper conducts an exploration and practice of blended teaching methods guided by the outcome-based education (OBE) concept. A total of 82 students from two natural classes of the 2023 cohort majoring in vehicle engineering at Shanxi College of Technology are selected as research subjects. Through three core approaches– constructing a multidisciplinary knowledge integration system, designing flipped classroom teaching modules, and implementing project-driven teaching–an "online-offline-practice" trinity teaching model is established. The effectiveness is validated through course assessment, questionnaire surveys, and competency evaluations. Practice shows that after the blended teaching intervention, students' average course scores increased by 7.8% compared to the traditional teaching class; 93.5% of students believed that project-driven teaching enhanced their engineering practice and teamwork abilities; and 95.7% of students considered that this teaching model effectively improved their knowledge application ability and innovative thinking. The findings demonstrate that this blended teaching model can effectively address the pain points of course instruction and provide a replicable practical paradigm for the teaching reform of core engineering courses in application-oriented universities.

Key words: OBE concept; knowledge integration; flipped classroom; project-driven; blended teaching