Abstract: Faced with core issues such as compressed class hours (32 hours), weak spatial thinking foundation of students, and the disconnection between traditional assessment and professional application in the teaching of Automotive Engineering Drawing courses for specialties like automotive service engineering and new energy vehicles, this article takes the outcome-based education (OBE) concept as the core driving force to construct a precise teaching reform path focusing on the cultivation of "automotive technology application capabilities". By reconstructing a three-level progressive course system of "foundation–professional–comprehensive", developing a "smart diagnosis+precise push" digital learning system, and implementing a "process-professional" two-dimensional assessment mechanism, it achieves precise alignment of teaching content with automotive engineering practice, personalized and efficient empowerment of the learning process, and a scientific and diverse evaluation system. Practice shows that after the reform, students' comprehensive scores increased from 69.3 to 78.5, a rise of 13.3%. The scores of core abilities such as spatial thinking, professional automotive drawing and reading skills, and computer-aided design (CAD) practical skills increased by 19%, 20%, and 7% respectively. Students' acceptance of teaching content, digital resources, and assessment methods rose by 19%, 24%, and 21% respectively. This model effectively breaks the bottleneck of cultivating students' automotive drawing literacy under short class hours, significantly enhancing their core drawing practical abilities in the automotive engineering field, and provides a valuable reference for the reform of short-class-hour drawing courses in automotive-related specialties.

Key words: OBE concept; short class hours; teaching reform; Automotive Engineering Drawing

摘要： 针对汽车服务工程、新能源车辆等专业汽车工程制图课程教学面临的学时压缩（32 学 时）、学生空间思维基础薄弱、传统考核与专业应用脱节等核心问题，文章以成果导向教育 （OBE）理念为核心驱动力，构建聚焦“汽车技术应用能力培养”的精准化教学改革路径。 通过重构“基础－专业－综合”三级递进课程体系、开发“智能诊断+精准推送”数字化学习 系统、实施“过程-专业”二维考核机制，实现教学内容与汽车工程实践的精准适配、学习过 程的个性化高效赋能与评价体系的科学多元。实践表明，改革后学生综合成绩从 69.3 分提高 到 78.5 分，提升了 13.3%，核心能力中空间思维、专业汽车制图和识图能力、计算机辅助设 计（CAD）实操能力得分率分别提高了 19%、20%、7%，学生对教学内容、数字资源、考核 方式的接受度分别上升了 19%、24%、21%。该模式有效破解了短学时下学生汽车图学素养培 养瓶颈，显著提升了学生在汽车工程领域的核心制图实践能力，为汽车类相关专业短学时制 图课程改革提供了有益参考。

关键词: OBE 理念；短学时；教学改革；汽车工程制图