大学化学 >> 2025, Vol. 40 >> Issue (11): 83-91.doi: 10.12461/PKU.DXHX202412067

教学研究与改革 上一篇    下一篇

“新工科”背景下地方应用型本科高校化学与材料类“一体两翼”创新人才培养模式探索与实践

李宏林, 杨绳岩, 张晓菲, 王小东, 张杨, 韩阳, 秦国旭, 李川, 刘凡凡   

  1. 巢湖学院化学与材料工程学院, 合肥 238000
  • 收稿日期:2024-12-11 录用日期:2025-02-11 发布日期:2025-11-21
  • 通讯作者: 李宏林 E-mail:053020@chu.edu.cn Honglin Li
  • 基金资助:
    国家一流专业(无机非金属材料工程)；高等教育重大决策部署研究项目(2022jcbs037)；安徽省传统专业改造提升项目(2022zygzts071,2023zygzts085)；专业服务安徽省十大新兴产业项目(2022sdxx023)；安徽省卓越工程人才(2023zybj053)；安徽省现代产业学院(2023cyts0491)；安徽省教学研究项目(2022jyxm1058)

Exploration and Practice of the “One Body, Two Wings” Innovative Talent Training Model for Chemical and Materials Disciplines in Local Applied Undergraduate Universities under the “Emerging Engineering Education” Context

Honglin Li, Shengyan Yang, Xiaofei Zhang, Xiaodong Wang, Yang Zhang, Yang Han, Guoxu Qin, Chuan Li, Fanfan Liu   

  1. School of Chemistry and Materials Engineering, Chaohu University, Hefei 238000, China
  • Received:2024-12-11 Accepted:2025-02-11 Published:2025-11-21
  • Contact: Honglin Li E-mail:053020@chu.edu.cn

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摘要： 地方应用型高校化学与材料类“新工科”专业为地方经济社会发展承担着培养高素质、应用型人才的重任。本文阐述了巢湖学院化学与材料工程学院化材类“一体两翼”创新人才培养模式的探索与实践，着重介绍了校企共组双能师资队伍、共修人才培养方案、共设特色课程、共创实践平台“四共双赢”产教融合育人新局面和1个核心理念、2个科研团队、2类项目驱动、5个科教转化、5个递进阶段、6个育人成效“122556”科教融汇育人机制实施路径及主要成效，为“新工科”背景下地方应用型高校化材类人才培养模式探索提供参考。

关键词: 新工科, 人才培养, 产教融合, 科教融汇

Abstract: The “Emerging engineering education” disciplines in chemical and materials fields at local applied universities play a crucial role in cultivating high-quality, application-oriented talents for regional economic and social development. This paper presents the exploration and implementation of the “One Body, Two Wings” innovative talent cultivation model at the School of Chemistry and Materials Engineering, Chaohu University. The study highlights the establishment of a mutually beneficial industry-education integration framework through four collaborative initiatives: joint development of dual-competency faculty teams, co-creation of talent cultivation programs, collaborative design of specialized courses, and joint establishment of practical platforms. Furthermore, it introduces the “122556” science-education integration mechanism, which encompasses one core concept, two research teams, two project-driven approaches, five scientific-educational transformations, five progressive stages, and six educational outcomes. The implementation pathways and significant achievements of this model provide valuable insights for developing talent cultivation approaches in chemical and materials disciplines at local applied universities within the “Emerging engineering education” framework.

Key words: Emerging engineering, Talent cultivation, Industry-education integration, Science-education integration