基于“五主体五协同”育人模式的产业学院建设探讨  

Discussion on the Construction of Industrial College Based on the Education Mode of“Five Subjects and Five Collaborations”

作　　者：彭希林[1] 向文江[1] 陈志刚[1] 刘志辉[1] PENG Xilin;XIANG Wenjiang;CHEN Zhigang;LIU Zhihui(Shaoyang University,Shaoyang 422000,China)

机构地区：[1]邵阳学院,湖南邵阳422000

出　　处：《邵阳学院学报（社会科学版）》2021年第6期91-99,共9页Journal of Shaoyang University:Social Science Edition

基　　金：国家新工科研究与实践项目(E-GXHPY20200422);湖南省普通高等学校课程思政建设研究招标项目(HNKCSZ-2020-ZB020);湖南省普通高校教学改革研究项目(湘教通〔2019〕291号)。

摘　　要：为了满足智能制造背景下的新工科人才培养新需求,针对当前工程人才培养目标偏差、教学资源不足、协同运行不畅的问题,创建了“五主体五协同”育人模式。通过成立产业学院,高效整合“政府、学校、行业、企业、研究院所”五个主体的人才培养资源,协同完成“构建培养方案与课程体系、建设师资队伍、开发教学资源、实施培养过程、监督教学质量”。建立了产业学院长效运行机制,切实提高学生的工程应用能力、技术研究能力、创新创业能力。In order to meet the new demand for cultivating talents in new engineering disciplines under the background of intelligent manufacturing,the education mode of“five subjects and five co-ordinations”is created to address the problems of deviated cultivation objectives,insufficient teaching resources and poor collaboration.Through the establishment of Industrial College,the talent cultivation resources of five subjects,namely,“government,universities,industries,enterprises and research institutes”,are efficiently integrated,and“the construction of cultivation program and curriculum system,the development of teaching staff,the exploration of teaching resources,the implementation of training process and supervision of teaching quality”are completed with collaborating efforts.A long-term operation mechanism of industrial college has been established to effectively improve students’abilities of engineering application,technical research,as well as innovation and entrepreneurship.

关 键 词：五主体五协同 产业学院 人才培养 

分 类 号：G647[文化科学—高等教育学]