通信工程专业新工科创新人才培养模式研究  

Research on Training Model of Innovative Talents for Communication Engineering under the Background of New Engineering

作　　者：李军[1] 王晓东[1] 许高明[1] 金明[1] LI Jun;WANG Xiao-dong;XU Gao-ming;JIN Ming(Faculty of Electrical Engineering and Computer Science,Ningbo University,Ningbo,Zhejiang 315211,China)

机构地区：[1]宁波大学信息科学与工程学院,浙江宁波315211

出　　处：《教育教学论坛》2022年第35期169-172,共4页Education And Teaching Forum

基　　金：2019年度宁波市教育科学规划重点课题“双一流建设背景下通信工程专业人才培养模式的探索”(2019YZD004);2019年度宁波大学教研项目“双一流高校通信工程专业人才培养体系研究”(JYXMXZD201915);2020年度宁波大学人才培养综合改革专项“双一流视角下通信类拔尖人才培养模式的改革与实践”(JYXMRCZX202012);2021年度宁波大学教研项目“2022版本科专业人才培养方案的优化研究——以通信工程专业为例”(JYXMXZD2021022);2022年度宁波大学教研项目“‘信号与系统’线上线下混合式课程建设研究”(JYXMXZD2022181)。

摘　　要：“新基建”已成为国家创新驱动发展的重要战略,5G和AI引领的“新基建”发展,对新工科人才培养提出了更高的要求。目前,传统科学范式下专业人才培养的薄弱环节主要集中在创新研究能力和工程实践能力上,这与社会和产业发展对人才的需求存在明显的差距。宁波大学通信工程专业在新工科创新人才培养的研究与实践中,形成了学科、专业、产业深度融合的新工科创新人才培养模式,实现了新工科人才培养从科学范式到工程范式的转变,研究成果为高校相关专业的人才培养提供了重要参考。“New infrastructure”has become an important national strategy of innovation-driven development.5G and AI have been leading the development of“new infrastructure”,which has put forward higher requirements for the training of new engineering talents.Currently,the weak links in the training of professional talents under the traditional scientific paradigm are mainly concentrated in the ability of innovative research and engineering practice,which has a clear gap between the demand for talents in social and industrial development.The communication engineering major of Ningbo University has carried out research and practice on the cultivation of innovative talents in new engineering,forming a training model for innovative talents in new engineering with deep integration of disciplines,majors and industries,and realizing the transformation of talent cultivation in new engineering from a scientific paradigm to an engineering paradigm.The research results can provide an important reference for the talent cultivation of relevant majors in colleges and universities.

关 键 词：新工科 通信工程 人才培养 融合 

分 类 号：G642.41[文化科学—高等教育学]