Abstract: As a crucial component of the national strategic talent pool, outstanding engineers serve as key supports for advancing high-level self-reliance and strength in science and technology, building a leading technological nation, and realizing Chinese modernization. Constructing a graduate professional curriculum system aligned with the goal of cultivating outstanding engineers is essential for solidifying their theoretical foundation and professional knowledge. This paper addresses current issues in curriculum structure, implementation, teaching staff allocation, and evaluation methods. It systematically explores a teaching reform path for cultivating exceptional engineers from four dimensions: curriculum system, teaching process, teaching staff, and evaluation mechanism. Taking the course Principles of Artificial Intelligence in the Vehicle Engineering major master's program at North University of China as a practical case, we introduce an engineering demand-driven six-step teaching model along with diversified instructional methods, establish an interdisciplinary teaching team, and build a four-efficacy evaluation system centered on process-based evaluation and holistic assessment. Practice demonstrates that in the course, the proportion of process-based evaluation for students increases to 60%, indicators related to engineering innovation capability improve significantly, teaching satisfaction exceeds 90%, and a replicable, scalable model for curriculum reform initially takes shape. This study provides an actionable pathway reference for cultivating high-level, interdisciplinary engineering master's students.

Key words: outstanding engineers; master's students; professional education courses; real dilemmas; teaching reform

摘要： 卓越工程师作为国家战略人才的重要组成部分之一，是推动高水平科技自立自强、建 设科技强国、实现中国式现代化的重要人才支撑。围绕卓越工程师培养目标构建与之适配的 研究生专业课程体系，是筑牢其理论基础与专业知识根基的关键环节。文章针对当前课程教 学在体系结构、实施环节、师资配置及评价方式等方面存在的问题，从课程体系、教学环节、 师资队伍、评价机制四个维度，系统探索面向卓越工程师培养的教学改革路径。以中北大学 车辆工程专业硕士课程人工智能原理为例开展实践，引入了“工程需求导向六步教学模式” 及多元化教学手段，构建了跨学科师资团队，并建立了以“过程性评价+整体性评价”为核心的 四效评估体系。实践表明，课程中学生过程性评价占比提升至 60%，工程创新能力相关指标 显著改善，教学满意度达 90%以上，初步形成可复制、可推广的课程改革范式。该研究为高 层次复合型工程硕士培养提供了具有实操价值的路径参考。

关键词: 卓越工程师；硕士研究生；专业教育课程；现实困境；教学改革