“三位一体”育人理念在仪器学科人才培养中的实践  

The Practice of the“Trinity”Education Concept in the Cultivation of Talents in the Discipline of Instrument Science and Technology

作　　者：孟子阳[1] 董瑞琦 MENG Ziyang;DONG Ruiqi(Department of Precision Instrument,Tsinghua University,Beijing 100084,China)

机构地区：[1]清华大学精密仪器系,北京100084

出　　处：《控制工程》2024年第9期1644-1650,共7页Control Engineering of China

基　　金：国家自然科学基金资助项目(62273195,6183009,U19B2029)。

摘　　要：近些年来,“三位一体”已逐渐从一种人才培养模式上升到教育理念层面。该理念要求人才培养过程中保持价值塑造、能力培养、知识传授三者的不可分割性。在面向第二个百年奋斗目标进军的关键时刻,“三位一体”理念符合国家对创新人才培养提出的迫切需求。针对仪器学科人才培养过程中价值观引导不足的问题,作者采用“三位一体”理念对仪器学科人才培养开展了教育改革,对课堂和实践教学等环节进行了调整与优化,将价值塑造、能力培养与知识传授结合在一起,引导学生树立积极正确的价值观、塑造学生的家国情怀、培养学生的思辨能力和创新能力。实践反馈表明,“三位一体”教育理念对于培养符合新时代需求的仪器科学与技术人才具有重要的价值和意义。In recent years,the“Trinity”has gradually risen from a talent cultivation model to the level of educational philosophy.This philosophy requires the indivisibility of value shaping,ability development,and knowledge transmission in the process of talent cultivation.At a critical moment of advancing towards the second centenary goal,the“Trinity”concept meets the urgent needs of the country for the cultivation of innovative talents.In response to the issue of insufficient value guidance in the talent cultivation of the instrument discipline,the authors adopt the“Trinity”concept to carry out educational reforms for talent cultivation in the instrument discipline.Based on the goal of cultivating talents of the“Trinity”education concept,adjustments and optimizations have been made to classroom teaching and practical teaching,combining value shaping,ability cultivation,and knowledge impartation,guiding students to establish positive and correct values,shaping their patriotism,and cultivating their critical and innovative abilities.Practical feedback indicates that the“Trinity”education concept has important value and significance in cultivating instrument science and technology talents that meet the needs of the new era.

关 键 词：三位一体教育理念 仪器科学与技术 人才培养 

分 类 号：TP18[自动化与计算机技术—控制理论与控制工程]