面向新工科的“1+2+3+4”育人模式在研究生课程中的探索与实践——以流体控制工程为例  

Exploration and Practice of the"1+2+3+4"Education Mode for Emerging Engineering Education in Graduate Courses:Taking Fluid Control Engineering as an Example

作　　者：弓海霞[1] 侯恕萍[1] 运飞宏 张岚[1] 姚建均 Gong Haixia;Hou Shuping;Yun Feihong;Zhang Lan;Yao Jianjun(College of Mechanical and Electrical Engineering,Harbin Engineering University,Harbin,150001,China)

机构地区：[1]哈尔滨工程大学机电工程学院,黑龙江哈尔滨150001

出　　处：《中国现代教育装备》2024年第21期76-78,91,共4页China Modern Educational Equipment

基　　金：2022年黑龙江省高等教育教学改革研究项目“基于产学研协同的‘1+2+3+4’育人模式的探索与实践—以流体控制工程课程为例”(编号:SJGY20220111)。

摘　　要：在新工科建设背景下,以培养卓越工程师为目标,有效地将产学研协同育人模式应用到研究生课程教学中,充分整合企业和学校的资源,探索并实践研究生专业课程的培养模式。以流体控制工程课程教学为例,提出了一种“1+2+3+4”的育人模式,通过将教师理论授课、企业培训、学生参与项目研究相结合的方式,围绕一个中心、两个原则、KAQ“三位一体”、四个方面开展,培养学生能力发展与卓越工程师职业需求相吻合,并能够与机械工程大类的培养方案无缝衔接。该模式经过一轮实施,取得了较好的成效,可供其他专业课程借鉴。In the context of emerging engineering education,with the goal of cultivating outstanding engineers,a collaborative education mode of industry,academia and research is effectively applied to graduate teaching,fully integrating the resources of enterprises and colleges,and exploring and practicing the education mode of graduate professional courses.Taking the implementation of fluid control engineering course as an example,a"1+2+3+4"education mode is proposed.By combining teacher theoretical teaching,enterprise training,and student participation in project research,it is carried out around one center,two principles,KAQ trinity,and four aspects.The development of students'abilities is aligned with the professional needs of engineers,and seamlessly connect with the cultivation of mechanical engineering discipline.After a round of implementation,this mode has achieved good results and can be used for reference by other professional courses.

关 键 词：产学研协同 研究生课程 育人模式 “三师型”队伍 卓越工程师 

分 类 号：G642[文化科学—高等教育学]