大学化学 >> 2026, Vol. 41 >> Issue (7): 25-34.doi: 10.12461/PKU.DXHX202505052

教学研究与改革 上一篇    

应用型人才培养的“工程实训-工程设计-创新创业”实践教学平台建设与实践

滕远1, 林晓1, 汤森培1, 郭栋才1,2, 李鑫3, 李佑稷1   

  1. 1 吉首大学化学化工学院, 湖南 吉首 416000;
    2 湖南大学化学化工学院, 湖南 长沙 410082;
    3 华南农业大学生物质工程研究院, 广东 广州 510642
  • 收稿日期:2025-05-18 录用日期:2025-07-30 发布日期:2026-06-27
  • 通讯作者: 李鑫, 李佑稷 E-mail:Jdyoujili@vip.163.com;Xinli@scau.edu.cn Xin Li, Youji Li
  • 基金资助:
    湖南省普通本科高校教学改革研究重点项目(202502000858);华南农业大学教育教学改革与研究重点项目(JG24032)

Construction and practice of an “engineering training-engineering design-innovation and entrepreneurship” practical teaching platform for the cultivation of applied talents

Yuan Teng1, Xiao Lin1, Senpei Tang1, Dongcai Guo1,2, Xin Li3, Youji Li1   

  1. 1 School of Chemistry and Chemical Engineering, Jishou University, Jishou 416000, Hunan Province, China;
    2 School of Chemistry and Chemical Engineering, Hunan University, Changsha 410082, Hunan Province, China;
    3 Institute of Biomass Engineering, South China Agricultural University, Guangzhou 510642, Guangdong Province, China
  • Received:2025-05-18 Accepted:2025-07-30 Published:2026-06-27
  • Contact: Xin Li, Youji Li E-mail:Jdyoujili@vip.163.com;Xinli@scau.edu.cn

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摘要： 创新实践教育中心组织模式，将分属于企业、学校、学院的资源深度融合，实现“共建、共享、共管、共赢”的“四共”建设，成体系建成“工程实训-工程设计-创新创业”(简称“双工双创”)实践教育中心；协同构建“二专一应”工程实训平台、“课专应”工程设计平台和“四结合”创新创业平台，实现年均覆盖人数至少1300人的目标；采用“二化一式”实践教学体系，使实践教学标准化、规范化，扩大学生受益面，旨在提升学生的竞赛获奖率、就业竞争力及成才率；创建“1+3+3”实践教学中心运行模式，规范企、校、院三方职责，实现人才共育、过程共管、资源共享、责任共担、优势互补，提高平台安全性、开放性与实效性，实现地方院校化学化工人才的培养从传统型、基础型向发展型、应用创新型层次的飞跃。

关键词: 实践教学, 应用型人才, 校企协同, 平台共建, 新工科

Abstract: The Innovation Practice Education Center adopts an innovative organizational model that deeply integrates resources from enterprises, universities, and academic departments to establish a “co-construction, sharing, co-management, and mutual-benefit” framework. This systematic approach has successfully built an integrated “engineering training-engineering design-innovation and entrepreneurship” (referred to as “dual engineering and dual innovation”) practice education platform. Through collaborative efforts, we have established: a “dual specialization and single application” engineering training platform, a “curriculum-specialization-application” engineering design platform, and a “four-dimensional integration” innovation and entrepreneurship platform, collectively serving over 1300 students annually. The implementation of a “dual-objective model” practical teaching system has enhanced standardization and normalization of practice-based education, broadening student participation while improving competition performance, employment competitiveness, and professional success rates. Furthermore, we have developed a “1+3+3” operational model that clearly defines responsibilities among enterprises, universities, and departments, facilitating joint talent cultivation, shared process management, resource allocation, responsibility distribution, and complementary advantages. This model significantly improves platform security, accessibility, and effectiveness, enabling local institutions to transform chemical engineering education from traditional, fundamental approaches to developmental, application-oriented innovation.

Key words: Practical teaching, Applied innovative talents, University-enterprise collaboration, Platform co-construction, Emerging engineering education