Abstract: Under the background of new engineering, the Automotive Construction course faces challenges in adapting to the rapid iteration of new energy vehicles and intelligent connected vehicle technologies. This paper explores the core issues of curriculum construction from three aspects: first, building a dynamically updated curriculum content system by tracking cutting-edge technological breakthroughs, achieving the organic integration of core foundational knowledge with new energy and intelligent connected technology modules; second, promoting the sharing of practical platforms through the "university alliance" and "enterprise resource pool" models, addressing the shortage of practical resources for teachers and improving cross-regional resource utilization efficiency; third, improving a diversified evaluation system by strengthening indicators such as innovative design, competition performance, and teamwork, shifting the teaching objectives from knowledge transmission to capability cultivation. Practice shows that after the curriculum reform and construction, the synchrony between the curriculum content and industrial technology has significantly increased by about 32%. The practical guidance ability and norms of teachers have improved by about 50%. The engineering practice and innovation abilities of students have been effectively cultivated. The comprehensive participation rate in projects and competitions has increased by approximately 9%, and the comprehensive rate of winning awards and obtaining project approvals has increased by approximately 19%. This exploration can provide practical experience for the construction and reform of similar engineering courses.

Key words: new engineering; Automotive Construction course; curriculum development; practical exploration

摘要： 在新工科建设背景下，核心课程汽车构造面临与新能源汽车、智能网联汽车技术快速 迭代适配的挑战。文章针对课程建设的核心问题，从三方面探索建设路径：一是构建动态更 新的课程内容体系，通过跟踪前沿技术突破，实现基础核心知识与新能源、智能网联技术模 块的有机融合；二是推进实践平台共享化，依托“高校联盟”与“企业资源池”模式，破解 教师实践资源不足的困境，提升跨区域资源利用效率；三是完善多元化考核评价体系，强化 创新设计、竞赛表现与团队协作等指标，推动教学目标从知识传授向能力培养转型。实践表 明，课程改革建设后内容与产业技术同步性提升约 32%，教师实践指导能力和规范性提升约 50%，学生工程实践与创新能力得到有效培养，项目和竞赛参与率综合提升约 9%，获奖和立 项率综合提升约 19%。该探索可为同类工科课程的建设与改革提供可借鉴的实践经验。

关键词: 新工科；汽车构造课程；课程建设；实践探索