Abstract: This paper addresses the issues of abstract theories, insufficient practice, and low learning enthusiasm among students in the core course Testing Technology for the Vehicle Engineering major, and proposes an artificial intelligence (AI)-empowered "learning by doing" teaching reform program. Guided by the concept of outcome-based education (OBE), the reform adopts a blended online offline teaching model, integrates the BOPPPS framework, incorporates DIY pocket experiments and MATLAB simulation, and strengthens the integration of theory and practice as well as the scientific visualization of knowledge. Through AI-assisted programming, it develops students' AI interaction capabilities and cultivates their critical thinking. It infiltrates ideological and political education through AI micro-videos for ideological and political education in courses and virtual teaching assistants with digital humans, enhancing the integration of ideological and political education into students' minds. The assessment adopts the "Three-One-Three" diversified evaluation model, covering pre-class diagnostic evaluation, in-class formative evaluation, and post-class summative evaluation. This study provides practical references for the teaching reform of application-oriented engineering courses.

Key words: testing technology; AI empowerment; DIY pocket experiment; BOPPPS teaching design; course ideological and political AI micro-video; "three-one-three" diversified evaluation model

摘要： 文章针对车辆工程专业核心课程测试技术理论抽象、实践不足及学生学习积极性低的 问题，提出人工智能（AI）赋能“做中学”教学改革方案。改革以成果导向教育（OBE）理 念为指导，采用线上线下混合式教学，结合 BOPPPS 框架，融入 DIY 口袋实验与 MATLAB 模拟仿真，强化理实融合与知识科学可视化；通过 AI 辅助编程，锻炼学生 AI 交互能力并培 养批判性思维；借课程思政 AI 微视频、数字人虚拟助教渗透思政教育，强化思政入心。考核 采用“三一三”多元化评价模型，覆盖课前诊断性、课中形成性及课后终结性评价，该研究 为应用型工科课程教学改革提供实践参考。

关键词: 测试技术；AI 赋能；DIY 口袋实验；BOPPPS 教学设计；课程思政 AI 微视频；“三 一三”多元化评价模型