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

摘要： 针对高校计算机辅助设计（CAD）/计算机辅助制造（CAM）课程中教学目标与产业脱 节、实践与理论割裂、评价体系单一化等核心痛点，研究融合成果导向教育（OBE）理念与 项目式教学模式，构建“目标重构-项目驱动-多元评价”三位一体教学改革路径，并基于产业 需求反向设计“基础－综合－创新”三级递进式项目教学目标。实证数据显示，教学改革后 学生工程问题解决能力及创新竞赛获奖数显著提升，该模式推动课程从“工具操作训练”向 “工程创新能力培养”转型，构建了产教深度融合的育人生态，为智能制造人才培养提供可 推广范式。

关键词: CAD/CAM；OBE；项目式教学；产业需求；教学改革