Abstract: To address the issues of fragmented curriculum systems, insufficient utilization of digital resources, and single-dimensional teaching evaluation in automotive engineering education, this paper, guided by the technical demands of the intelligent new energy vehicle industry and centered on the "digital intelligence+new engineering" education concept, constructs a three-layer progressive digital-intelligence teaching reform framework of content-resources-model". Firstly, the "three-core and four-wing" approach is used to reconstruct the teaching content of the course cluster, forming a four-in-one intelligent graph integrating"knowledge-objectives-problems-ideological political education". Secondly, the "three-modernization and four-nature" strategy is asdopted to upgrade teaching resources, achieving precise mapping of digital resources. Based on these, the "threeintegration and two-drive" digital-intelligence teaching model is established to shift teaching from experience-driven to data-driven approaches. The teaching reform practice shows that after two years of continuous reform, student satisfaction with professional courses increased by 5%, the average score of the reformed class in specialized courses is 14.6% higher than that of the ordinary class, and scores in graduate entrance examination subjects increased by 10.2%. In the past two years, students have won more than 20 national and provincial awards in competitions such as the "Internet+", and the formula racing team has won the national second prize for three consecutive years, with significant improvements in students' innovation ability and awareness. The quantifiable and traceable teaching quality feedback loop formed in this study provides a replicable technical path and practical paradigm for the digital-intelligence transformation of engineering education.

Key words: digital intelligence+new engineering; mapping knowledge domain; multiple evaluation; data-driven; project-driven

摘要： 针对汽车类专业课程教学中存在的课程体系割裂、数字资源利用不充分、教学评价单 一等问题，文章以智能新能源汽车产业需求为牵引，围绕“数智+新工科”理念，构建内容、 资源、模式三层递进的数智化教学改革框架：通过“三核四翼”重构教学内容，形成知识、 目标、问题、思政四位一体的智慧图谱；通过“三化四性”升级教学资源，实现数字资源的 精准映射；在此基础上构建“三合两驱”数智化教学模式，推动教学从经验主导向数据驱动 转变。教学改革实践表明：经过 2 年持续改革，学生专业课程满意度提升 5%，教改班专业课 平均成绩较普通班提高 14.6%，考研课程成绩提升 10.2%；近 2 年学生获“互联网+”等国家 级、省级奖励 20 余项，方程式车队连续获全国一、二等奖，学生专业视野、专业认同感、创 新能力和创新意识显著提升。该研究形成的可量化教学质量反馈闭环，为工程教育数智化转 型提供了可复制的技术路径与实践范式。

关键词: 数智+新工科；知识图谱；多元评价；数据驱动；项目驱动