Abstract: From the perspective of vocational competence development, this article focuses on the upstream business sectors of the intelligent connected vehicle industry chain. It integrates "post competencies, curricula, competitions, and certificates" into professional courses for intelligent connected vehicle technology, constructing a progressive ability-based teaching content framework of "fundamental operations–skill enhancement–comprehensive assessment." Match and optimize personalized learning processes and learning needs with a diversified and innovative curriculum learning model, addressing the practical challenges in the systematic structure of automotive professional curricula in China. Practical evidence demonstrates that the educational model combining "typical projects+work tasks+outcome-oriented approaches," along with the AI-BOPPPS instructional strategy and a zoned value-added intelligent evaluation system, enhances the pertinence and effectiveness of talent cultivation. This approach ensures hierarchical progression and steady quality improvement in talent development, thereby supporting the new ecosystem of autonomous driving and smart mobility.

Key words: vocational competence; integration of posts, curricula, competitions, and certificates; internet+vocational education; digital competence; AI-BOPPPS

摘要： 文章以职业能力培养为视角，围绕智能网联汽车产业链上游业务，面向智能网联汽车 技术专业课程融合“岗课赛证”，构建“基础操作－技能提升－综合测试”能力递进式教学内 容，以多元创新的课程学习模式匹配优化个性化学习过程和学习需求，应对我国汽车类专业 课程系统结构的实然问题。实践证明，“典型项目+工作任务+成果导向”育人模式，搭配 AI-BOPPPS 教学策略和分区增值智能评价体系，能提升人才培养的针对性与实效性，保障人 才培养层次递进且质量稳中求进，助力自动驾驶智慧出行新生态。

关键词: 职业能力；岗课赛证；“互联网+”职业教育；数字能力；AI-BOPPPS