Abstract: The single assessment index of the course of automotive electrical appliances and electronic control technology, the final assessment result of the course cannot carry out comprehensive scientific assessment for students, and the learning effect of students cannot be guaranteed, therefore, it is necessary to innovatively explore and research automotive electrical and electronic control technology. A multi-indicator assessment system combining online learning, discussion and offline experimental assessment, and classroom learning and scientific and technological innovation on the MOOC platform is utilized, and the final examination score is assessed as the assessment of class process (account for 15%) + final examination (account for 30%) + daily score of online test (account for 15%) + practice (experimental preparation+experimental standardization+innovative experimental results) assessment process (account for 40%). In this way, a more comprehensive scientific assessment of students' learning quality is carried out, and by comparing the examination results of students of Grade 17 and 18, the examination results of students of Grade 18 are obviously better than those of Grade 17.

Key words: Automotive electrical and electronic control technology; Online learning; Offline learning; Multi index assessment system; Exploratory reform

摘要： 汽车电器与电子控制技术课程考核指标单一，导致课程最终的考核结果并不能对学生 进行全方位的科学考核，学生学习效果也无法保证，因此，需要创新性探索研究汽车电器与 电子控制技术。利用 MOOC 平台线上学习、研讨与线下的实验考核、翻转课堂学习、科技创 新等学习相互结合的多元指标考核体系，期末考试成绩评定为上课过程考核（占比 15%）+ 期末考试（占比 30%）+线上测试的平时成绩（占比 15%）+实践（实验准备+实验规范性+创 新性实验成果）考核过程（占比 40%）。通过这种方式对学生学习质量进行更加全方位的科学 考核，通过对比 17 级和 18 级两届学生考试成绩，18 级学生考试成绩明显优于 17 级。

关键词: 汽车电器与电子控制技术；线上学习；线下学习；多元指标考核体系；探索性改革