“企业桥梁”:基于TOPCARES的网络安全编程技术校企合作教学改革  

"Enterprise Bridge":Cybersecurity Programming Technology Education Reform Based on TOPCARES Model Collaboration

作　　者：黎君玉 骆代富 杨雅茹 陈梦琳 LI Jun-yu;LUO Dai-fu;YANG Ya-ru;CHEN Meng-lin(Chengdu Neusoft University,Chengdu 611844,China)

机构地区：[1]成都东软学院,四川成都611844

出　　处：《电脑与电信》2024年第12期89-93,共5页Computer & Telecommunication

基　　金：教学改革专项基金“‘企业桥梁’:基于TOPCARES的网络安全编程技术校企合作教学改革”,项目编号:NSUJG2024-002;课程建设基金“基于项目式学习法(PBL)的《网络攻防与应用》课程协作式教学策略与实践”,项目编号:2024-AFCEC-228。

摘　　要：网络安全编程技术课程是一门理论与实践并重的课程。然而,目前该课程面临课程融合度不足、学生实践能力欠缺、学习动力不足等问题。针对这些问题,创设基于校企合作的“实践进阶体系”的教学模式。首先,通过校企合作育人模式,聘请企业技术骨干与校内教师共同参与课程指导。其次,采用“实践进阶体系”的项目式教学方法,依据岗位需求对学生编程能力进行培养。最后,结合TOPCARES理念,对课程目标、建设标准、教学方法和教学评价进行全面优化。阐述了建设校企合作课程的有效策略和路径,为应用型本科院校进行产教融合校企合作课程教学改革提供了实践案例和经验参考。Cybersecurity Programming Technology is a curriculum that emphasizes both theory and practice.However,it currently faces issues such as insufficient course integration,a lack of practical skills among students,and low motivation to learn.To address these challenges,a"Practice Progression System"teaching model based on school-enterprise cooperation has been established.Initially,the school-enterprise cooperation education model involves hiring technical experts from companies to collaborate with in-house faculty in course guidance.Following that,a project-based teaching method within the"Practice Progression System"is adopted to cultivate students'programming abilities according to job requirements.Finally,integrating the TOPCARES philosophy,a comprehensive optimization of course objectives,construction standards,teaching methods,and evaluation criteria is implemented.This article elaborates on effective strategies and pathways for building school-enterprise cooperation courses,providing practical examples and references for applied undergraduate institutions to carry out industry-education integration and school-enterprise cooperation course teaching reforms.

关 键 词：校企合作 网络安全编程 TOPCARES 实践能力 

分 类 号：G642[文化科学—高等教育学]