Abstract: In active response to the national policy call of "integrating intangible cultural heritage into the national education system" and effectively addressing prominent issues in traditional design courses, such as the disconnection between cultural inheritance and industrial needs, and the insufficient integration of intangible cultural heritage techniques with modern engineering technologies, this research takes the core industrial design course Product Design Procedures and Methods as a practical carrier to innovatively construct a teaching reform system for automobile design driven by intangible cultural heritage elements. The research adopts a dual-path implementation strategy of "school-enterprise collaboration+technical inheritance", and jointly carries out the restoration project of intangible cultural heritage ancient vehicle models with industry enterprises, successfully establishing a characteristic resource cluster of "one vehicle, two platforms, three systems and four bases". Relying on the conceive, design, implement, operate (CDIO) engineering education model and deeply integrating the technical iteration experience of two generations of intangible cultural heritage inheritors, it systematically cultivates students' full-process design capabilities from cultural excavation to product realization. Empirical data show that after the implementation of the teaching reform, the achievement rate of students' three-dimensional goals of knowledge, skills and literacy has all reached more than 95%, and the efficiency of digital transformation of intangible cultural heritage techniques has significantly increased by 40%. A total of 12 automobile design works integrating intangible cultural heritage characteristics and modern design concepts have been completed, and 4 types of interdisciplinary teaching resource platforms have been built. The research innovatively proposes a "cultural gene-technical carrier-educational empowerment" ternary integration model, forming a replicable implementation path of "technical digitization–project industrialization–education collaboration". It provides a practical paradigm for the innovation of design courses in vocational colleges and strongly promotes the cultivation of highquality compound technical and skilled talents.

Key words: intangible cultural heritage elements; automotive design; industry-education integration; digital education; cultural genes

摘要： 为积极响应国家“将非遗融入国民教育体系”的政策号召，有效破解传统设计课程中 文化传承与产业需求脱节、非遗技艺与现代工程技术融合不足等突出问题，该研究以工业设 计核心课程产品设计程序与方法为实践载体，创新构建非遗元素驱动的汽车设计教学改革体 系。并采用“校企协同+技艺传承”双路径实施策略，联合行业企业共同开展非遗古车模型复 原项目，成功搭建起“一车二平台三系统四基地”的特色资源集群。依托构思、设计、实现、 运作（CDIO）工程教育模式，深度结合两代非遗传承人的技艺迭代经验，系统化培养学生从 文化挖掘到产品落地的全流程设计能力。实证数据表明，教改实施后学生知识、技能与素养 三维目标达成率均达到 95%以上，非遗技艺数字化转化效率显著提升 40%；累计完成 12 项兼 具非遗特色与现代设计理念的汽车设计作品，建成 4 类跨学科教学资源平台。研究创新性提 出“文化基因-技术载体-教育赋能”三元融合模型，形成“技艺数字化－项目产业化－育人协 同化”的可复制实施路径，为职业院校设计类课程革新提供了切实可行的实践范式，有力助 推高素质复合型技术技能人才培养。

关键词: 非遗元素；汽车设计；产教融合；数字化教育；文化基因