Abstract: To meet the demand for cultivating comprehensive automotive engineering professionals in response to the transformation of the automotive industry under the new technological paradigm, and to address the current issues such as the singularity of ability cultivation and the lag in course reorganization in automotive-related courses. This study takes the course of New Energy Vehicle Power Battery Technology as the research object, centering on the completion of specific projects, developing projects based on teaching content for the course, and emphasizing practical application based on the actual learning situation of students. It adopts a teaching method of "heuristic, discussion-based, research-oriented, and extended group-based" to assign project tasks at different levels, personalizing student cultivation, and guides students to complete the project contents of the course teaching elements. Students complete the task assessment through self-study, explanation, discussion, and defense activities, thereby fostering their scientific research capabilities and innovative thinking. This forms a teaching innovation model of "knowledge reconstruction-ability advancement-proactive innovation-assessment based on project". According to the assessment results of two consecutive cohorts of students before and after the reform, it is evident that the overall academic performance of students has significantly improved, effectively enhancing the teaching effect, bridging the gap between theoretical teaching and industrial practice, and meeting the needs of automotive enterprises for compound engineering talents.

Key words: new technological paradigm; teaching innovation; project-driven; New Energy Vehicle Power Battery Technology course; state of charge estimation

摘要： 为适配新兴技术范式下汽车产业变革要求，满足综合型汽车专业技术工程人才需求， 解决当前汽车类专业课程存在能力培养单一、课程重组滞后等问题，研究以新能源汽车动力 电池技术课程为研究对象，以完成具体项目为核心，开发课程教学内容项目，注重实践应用， 立足学生实际学情，采用“启发式、讨论式、研究式、扩展小组式”的“四联动式”教学方 法，分层下达项目任务书，个性化培养学生，指导学生完成课程教学要素项目内容，学生通 过自学、讲解、讨论、答辩的活动形式完成任务考核，培养学生科学研究的能力和创新思维， 形成“知识重构－能力进阶－能动创新－项目化考核”的教学创新模式。根据改革前后两届 学生的考核成绩可知，学生成绩整体水平显著向好，明显改善了教学效果，有效弥合理论教 学与产业实践的鸿沟，适配汽车企业需要的复合型工程人才。

关键词: 新兴技术范式；教学创新；新能源汽车动力电池技术课程；荷电状态估计