《汽车安全工程》课程教学案例库建设与应用

Construction and Application of Teaching Case Library for the Course “Automotive Safety Engineering”

摘要: 案例教学是提升专业学位研究生实践创新能力的关键手段，针对我国研究生案例教学中案例库不完善、理工学科案例建设不足、教学过程设计不够清晰等问题，本文以车辆工程专业《汽车安全工程》研究生课程为研究对象，探索案例教学法、基于问题的学习(PBL)和仿真辅助教学在课程教学中的融合应用。依托汽车安全和汽车CAE培养方向，立足汽车产业需求，重点围绕中国体征人体损伤仿生模型在汽车碰撞安全中的应用，设计典型教学案例并应用于课堂教学。课程案例库建设遵循“真实工程问题牵引–案例情境建构–PBL任务驱动–仿真实践分析–多维能力评价–反馈迭代更新”的思路，将汽车碰撞安全法规、人体损伤生物力学、有限元仿真分析和乘员损伤评价等内容转化为可组织、可实施和可评价的教学案例。实践表明，该案例库有助于提升学生对专业知识的掌握程度、CAE软件应用能力、图表解读能力和复杂工程问题分析能力，能有效强化课程思政育人效果，同时为车辆工程及其相近工程专业研究生案例教学改革提供实践参考。

Abstract: Case teaching is a key approach to improving the practical innovation ability of professional degree postgraduates. In response to problems in postgraduate case teaching in China, such as incomplete case libraries, insufficient development of teaching cases in science and engineering disciplines, and unclear instructional process design, this study takes the postgraduate course Automotive Safety Engineering in the vehicle engineering major as the research object, and explores the integrated application of case teaching, problem-based learning (PBL), and simulation-assisted teaching in course instruction. Relying on the training directions of automotive safety and automotive CAE, and based on the needs of the automotive industry, typical teaching cases are designed and applied in classroom teaching, with a focus on the application of Chinese anthropometric human injury bionic models in automotive crash safety. The construction of the course case library follows the logic of “real engineering problem orientation—case scenario construction—PBL task driving—simulation-based practical analysis—multidimensional ability evaluation—feedback and iterative updating.” In this process, automotive crash safety regulations, human injury biomechanics, finite element simulation analysis, and occupant injury evaluation are transformed into teaching cases that are organized, implementable, and evaluable. Teaching practice shows that the case library helps improve students’ mastery of professional knowledge, CAE software application ability, figure and table interpretation ability, and complex engineering problem analysis ability. It also strengthens the effectiveness of ideological and political education in the course, and provides a practical reference for case teaching reform in postgraduate courses of vehicle engineering and related engineering disciplines.