数字化转型的交通土建专业产教协同育人实践  

Practice of Industry-Education Collaboration in Civil Transportation Engineering under Digital Transformation

作　　者：李锐[1] 张龙杰 王华 张小丽[1] LI Rui;ZHANG Long-jie;WANG Hua;ZHANG Xiao-li(College of Civil Engineering and Transportation,Hohai University,Nanjing,Jiangsu 210024,China;School of Automotive and Transportation Engineering,Hefei University of Technology,Hefei,Anhui 230009,China)

机构地区：[1]河海大学土木与交通学院,江苏南京210024 [2]合肥工业大学汽车与交通工程学院,安徽合肥230009

出　　处：《教育教学论坛》2024年第52期136-139,共4页Education And Teaching Forum

基　　金：2024年度中国高等教育学会高校数字思政精品项目(重点项目)“行业特色型高校土木类专业课程思政资源平台建设”(GJXHSZSZZY006);2023年度江苏省高等教育教改研究重中之重立项课题“智慧教育时代背景下行业特色高校交通土建类专业教学改革研究”(2023JSJG019);2023年度中国高等教育学会高教科研规划重点课题“新时代行业特色型高校土木专业合作质量发展路径研究”(23XJH0204)。

摘　　要：在智慧教育时代,高校育人模式的构建是一项极其重要的工作,对人才培养具有提纲挈领的作用。产教融合育人模式应优化转变,校企应紧密结合,将课程思政、专业认证与数智创新有机融入育人目标。结合交通土建专业特点,制定产教融合育人举措,注重知识与实践能力的结合,提供多样化学习方式;通过层次分析法建立评价机制,全面评估学生在思政、专业与创新方面的表现,全方位推进高等教育领域的创新,培养适应社会需求的创新型人才。During the era of intelligent education,the construction of the education model in universities is an extremely important task,which plays a guiding role in talent cultivation.The industry-education integration model should be optimized and transformed,with universities and enterprises closely collaborating to organically integrate curriculum ideology and politics,professional accreditation,and digital intelligence innovation into education objectives.Tailored to the characteristics of civil transportation engineering disciplines,the model should emphasize the combination of knowledge and practical skills and provide diverse learning methods.An evaluation mechanism based on the analytic hierarchy process(AHP)should be established to comprehensively assess students’performance in ideological,professional,and innovative aspects,promoting innovation across higher education and cultivating innovative talents who can meet societal needs.

关 键 词：智慧教育时代 交通土建专业 产教协同 育人模式 评价机制 

分 类 号：G642.0[文化科学—高等教育学]