“三层递进”、“三线融合”新工科人才培养体系的构建与实践  

A “Three-Level” and “Three-Line” Cultivation Model for New Engineering Talents

作　　者：黄剑锋[1] 陈晓暾[1] 曹丽云[1] 费杰[1] 欧阳海波[1] 李嘉胤[1] HUANG Jianfeng;CHEN Xiaotun;CAO Liyun;FEI Jie;OUYANG Haibo;LI Jiayin(Shanxi University of Science&Technology,Xi’an 710021,China)

机构地区：[1]陕西科技大学

出　　处：《中国轻工教育》2019年第4期5-14,共10页China Education of Light Industry

基　　金：2018年陕西教育科学“十三五”规划课题立项课题“新工科背景下地方高校校地联动创新创业人才培养模式实践研究”(SGH18H066);陕西高等教育教学改革研究项目“普通高校工科试点学院创新创业教育，体系的构建与实践”(17BY038)

摘　　要：当今中国的教育发展方式以盲目追求规模扩张和空间拓展的粗放型外延式发展向提质增优的精细化内涵式发展转变,同时也带来了教育服务方式矛盾的转变。因此,本研究创新性地构建了大学生从“流动层”向“吸附层”和“核心层”逐渐过渡的“三层递进”创新能力循序渐进培养机制和校企教师与工程师融合、实践和创新项目与生产工艺融合、实验室与企业技术中心及生产车间融合的“三线融合”协同育人机制并提出相应的改进方案,最终实现新工科背景下无机非金属材料工程专业创新人才的培育和优化。Nowadays,the Chinese educational development mode has been transformed from blindly pursuing development in scale and space to more refined and connotative development.At the same time,it has brought about some new problems into educational services.This research proposed a gradual transitional process,namely a“three-level progressive”cultivation model,for undergraduate students,from the“liquidity layer”to the“adsorption layer”and then the“core layer”.At the same time,school teachers and enterprise engineers,innovation projects and production processes,as well as laboratories and enterprise technology centers and production workshops should all be integrated to form a“three-line integrated”education system,for the purpose of cultivating innovative talents of new engineering disciplines.

关 键 词：“三层递进”创新培养 “三线融合”协同育人 创新教育 创新人才培养 

分 类 号：G642.0[文化科学—高等教育学]