大学化学 >> 2026, Vol. 41 >> Issue (9): 148-155.doi: 10.12461/PKU.DXHX202509047

教学研究与改革 上一篇    下一篇

创客思维导向下化工类创新型人才产教深度融合培养模式探索——以“有机化工工艺学”课程为例

温哲1, 薛洪来2   

  1. 1 常州大学石油化工学院, 江苏 常州 213164;
    2 常州大学安全科学与工程学院, 江苏 常州 213164
  • 收稿日期:2025-09-10 录用日期:2025-12-10 发布日期:2026-09-01
  • 通讯作者: 薛洪来 E-mail:xuehonglai@cczu.edu.cn Honglai Xue
  • 基金资助:
    江苏省产学研合作项目(BY20230514,BY20240542)；常州大学一流课程立项项目(ZMF21020502)

Exploration of a maker mindset-oriented deep industry-education integration model for cultivating innovative chemical engineering talents: a case study of the “organic chemical technology” course

Zhe Wen1, Honglai Xue2   

  1. 1 School of Petrochemical Engineering, Changzhou University, Changzhou 213164, Jiangsu Province, China;
    2 School of Safety Science and Engineering, Changzhou University, Changzhou 213164, Jiangsu Province, China
  • Received:2025-09-10 Accepted:2025-12-10 Published:2026-09-01
  • Contact: Honglai Xue E-mail:xuehonglai@cczu.edu.cn

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摘要： 化工类专业学生培养过程中，传统产教融合模式以解决工艺技术难题为目标，缺乏对学生创新思维的培养。本文以“有机化工工艺学”课程改革为例，提出了创客思维导向下的针对高校化工类创新人才的产教深度融合培养模式，从教学设计、运行机制和实施方法等方面详细阐述了创客式产教深度融合培养模式的教学改革方案。创客式产教深度融合培养模式的核心是以社会发展需求为导向更新课程设置，深化课程内容改革，注重理论到实践的探索过程，力图构建“高校主导-校企协同-师生共创”的合作式教学关系，集聚整合高校与企业的创新要素和优势资源，采用线上线下混合、虚实结合、学科交叉等形式持续完善理论教学与实践应用，通过创业载体引导学生开展创意、设计和推广等活动，通过短期考评与长期培育相结合，推进产教深度融合教学改革做深做实，实现教学到产业的转化，力促化工类专业创新型人才培养方式创新。

关键词: 创客思维, 化工类专业, 创新型人才, 产教深度融合, 有机化工工艺学

Abstract: In the cultivation of chemical engineering students, traditional industry-education integration models primarily focus on solving technical challenges while neglecting the cultivation of innovative thinking. This study presents a reformed deep industry-education integration model for cultivating innovative chemical engineering talents guided by maker mindset principles, taking the “organic chemical technology” course as an example. The paper elaborates on this maker-oriented pedagogical reform through detailed discussions of instructional design, operational mechanisms, and implementation methodologies. The core of this model involves curriculum updates aligned with societal needs, deepened content reform, and emphasis on the theory-to-practice exploration process. It establishes a collaborative “university-led, enterprise-coordinated, teacher-student co-created” teaching framework that integrates innovation elements and superior resources from both academia and industry. The approach employs blended online-offline learning, virtual-real combinations, and interdisciplinary methods to continuously improve the theoretical instruction and practical application. Through entrepreneurial platforms, students engage in creative, design, and promotional activities. By combining short-term evaluations with long-term development strategies, this model promotes substantive deep industry-education integration, facilitates the transformation from education to industry, and innovates the cultivation approach for chemical engineering talents.

Key words: Maker mindset, Chemical engineering majors, Innovative talents, Deep industry-education integration, Organic chemical technology