Abstract: To address the issues of disconnection between theory and practice, lagging knowledge updates behind industrial development, and insufficient cultivation of engineering innovation capabilities in the automobile body design course, this study aims to meet the urgent demand for applied talents in the new energy vehicle industry. This paper integrates the BOPPPS teaching model with the PAD class concept to construct a dual-driven hybrid teaching system of "modular teaching+ curriculum ideology and politics". Firstly, by sorting out the technical integration characteristics of new energy vehicle body design, the course content is restructured into four modules: safety innovation, intelligent interaction, ecological coordination, and humanistic drive. Secondly, a three-stage teaching process of "pre-class industrial cognition–in-class case exploration–post-class practical expansion" is designed, and the engineering transformation of teaching scenarios is realized with the help of the SPOC platform and computer aided engineering (CAE) simulation software. Finally, the ideological and political elements contained in each module are explored to form a collaborative education mechanism. Teaching practice demonstrates that after the reform, students' theoretical scores, engineering feasibility ratings, and the excellent-to-good rate in ideological and political essays improved by 9.8%, 40%, and 23%, respectively, compared to pre-reform levels. Over 90% of students can independently complete the full-process argumentation of "design–simulation– verification" in course design reports. The teaching reform plan proposed in this article can provide reference for the teaching design of application-oriented talent cultivation under the background of new engineering.

Key words: automotive body design; applied talents; hybrid teaching; BOPPPS; curriculum ideology and politics

摘要： 针对汽车车身设计课程理论与实践脱节、知识更新滞后于产业、工程创新能力培养不 足等问题，文章以适应新能源汽车产业对应用型人才的迫切需求为目标，融合 BOPPPS 教学 模型与 PAD 课堂理念，构建“模块化教学+课程思政”双驱动混合式教学体系。首先，梳理 新能源汽车车身设计的技术融合特征，将课程内容重构为“安全创新、智慧交互、生态协同、 人文驱动”四大模块；其次，设计“课前产业认知－课中案例探究－课后实践拓展”三阶段 教学流程，借助 SPOC 平台与计算机辅助工程（CAE）仿真软件实现教学场景的工程化转化； 最后，挖掘各模块蕴含的思政元素，形成协同育人机制。教学实践表明：改革后学生的课程 理论成绩、工程可行性评分以及思政短文优良率分别比改革前提升 9.8%、40%和 23%，超 90%的学生能在课程设计报告中独立完成“设计－仿真－验证”全流程论证。文章提出的教 学改革方案，可为新工科背景下应用型人才培养导向的教学设计提供参考。

关键词: 汽车车身设计；应用型人才；混合式教学；BOPPPS；课程思政