Abstract: As a core course for vehicle engineering majors, the Automobile Construction course is characterized by strong practicality and comprehensiveness. To address the challenges of its complex and highly integrated knowledge, limited class hours with rapid knowledge updates, and the disconnect between theory and practice, this paper conducts an exploration and practice of blended teaching methods guided by the outcome-based education (OBE) concept. A total of 82 students from two natural classes of the 2023 cohort majoring in vehicle engineering at Shanxi College of Technology are selected as research subjects. Through three core approaches– constructing a multidisciplinary knowledge integration system, designing flipped classroom teaching modules, and implementing project-driven teaching–an "online-offline-practice" trinity teaching model is established. The effectiveness is validated through course assessment, questionnaire surveys, and competency evaluations. Practice shows that after the blended teaching intervention, students' average course scores increased by 7.8% compared to the traditional teaching class; 93.5% of students believed that project-driven teaching enhanced their engineering practice and teamwork abilities; and 95.7% of students considered that this teaching model effectively improved their knowledge application ability and innovative thinking. The findings demonstrate that this blended teaching model can effectively address the pain points of course instruction and provide a replicable practical paradigm for the teaching reform of core engineering courses in application-oriented universities.

Key words: OBE concept; knowledge integration; flipped classroom; project-driven; blended teaching

摘要： 汽车构造课程作为车辆工程专业的核心课程，具有实践性与综合性强的特点。针对其 知识繁杂且融合度高、课时量少且知识更新快、理论与实践脱节等难题，文章以成果导向教 育（OBE）理念为指导开展了混合式教学方法探索与实践。选取山西工学院 2023 级车辆工程 专业 2 个自然班共 82 名学生为研究对象，通过构建多学科知识贯通体系、设计翻转课堂教学 模块、实施项目驱动教学三大核心方法，形成“线上-线下-实践”三位一体的教学模式，通过 课程考核、问卷调查及能力测评等方式进行效果验证。实践表明，经过混合式教学，学生课 程平均成绩较传统教学班级提升 7.8%，93.5%的学生认为项目驱动教学提升了自身的工程实 践能力和团队协作能力，95.7%的学生认为该教学模式有效提升了知识应用能力与创新思维。 结论表明，该混合式教学模式能够有效破解课程教学痛点，为应用型高校工程类核心课程教 学改革提供了可借鉴的实践范式。

关键词: OBE 理念；知识贯通；翻转课堂；项目驱动；混合式教学