面向多元评价的工科大学生素质能力培养研究与实践  

作　　者：刘玥[1] 杨鑫哲 翟一鸣 王忠山[1] 姜兆亮[1] 韩泉泉[1] 张柏寒 

机构地区：[1]山东大学,济南250100

出　　处：《高教学刊》2024年第2期151-155,共5页Journal of Higher Education

基　　金：山东省本科教学改革研究重点项目“高校一流专业建设点群的协同共建与实践”(Z2022082);山东大学2022年度教育教学改革研究一般项目“产教/科教/竞教协同的大学生创新实践培养模式研究”(2022Y117);2023年度山东大学人文社科研究专项任务项目(大学生思想政治教育)“面向制造强国战略的工科大学生思想政治教育路径研究”(2023dxssz07)。

摘　　要：新工科建设与《工程教育认证标准》的实施是近年来高等工程教育领域的重大政策,综合素质评价改革的推行也为大学生的综合能力列出新的标准。通过厘清多元评价体系下的培养要求,总结十项工科大学生应具备的素质能力,并基于山东大学机械工程学院工作实践探索,形成“3+2+5”工科大学生素质能力拓展培养的新模式。通过问卷调查、数据分析等方式持续追踪这一模式对大学生不同素质能力提升的影响,并利用区分能力板块条件下的培养模式量化效用分析,结合专业培养目标,持续优化这一拓展培养模式的项目体系,促进学生全面发展。The construction of new engineering disciplines and the implementation of"engineering education accreditation standards"are the major policies in the field of higher engineering education in recent years,and the implementation of comprehensive quality evaluation reform has also listed new standards for the comprehensive ability of college students.By clarifying the cultivation requirements under the multiple evaluation system,we summarized ten quality competencies that engineering college students should possess,and formed a new model of"3+2+5"quality competency cultivation for engineering college students based on the practical exploration of the School of Mechanical Engineering of Shandong University.Through questionnaire survey and data analysis,the impact of this model on the improvement of different quality abilities of college students has been continuously tracked,and using the quantitative utility analysis of the training model under the boards conditions of distinguishing competency,the project system of this extended training model is continuously optimized in conjunction with the professional training objectives to promote the overall development of students.

关 键 词：新工科 工程教育 综合评价 大学生 素质能力 培养模式 

分 类 号：G640[文化科学—高等教育学]