基于新工科的材料化工专业型硕士研究生校企协同培养模式研究

Research on the School-Enterprise Collaborative Training Model for Professional Master’s Students in Material Chemical Engineering Based on Emerging Engineering Education

摘要: 在新工科建设的教育背景和产业转型的应用背景下，材料化工领域对专业型硕士研究生的实践能力、创新能力和工程素养提出了越来越高的要求。然而，高校在与企业协同培养过程中常面临产学研融合深度不足、实践能力培养碎片化、质量评价体系滞后等多种问题，严重影响了应用型人才的培养效果。本文基于新工科教育理念，以构建高质量校企协同培养模式为目标，探索教育链、人才链与产业链、创新链的深度融合路径。提出从课程体系、实践基地、师资建设、政策支持等维度优化培养路径，打造校企联合实验室、产业研究院等协同育人平台，建立高校教师与企业工程师双向流动的师资共建机制，健全以能力产出为导向的培养质量评价标准。本研究可为高校工科专业的研究生培养模式改革提供相关参考。

Abstract: Against the backdrop of emerging engineering education initiatives and ongoing industrial transformation, the materials and chemical engineering field increasingly demands higher practical skills, innovative capabilities, and engineering competencies from professional master’s degree candidates. However, during the collaborative cultivation process between universities and enterprises, issues such as insufficient depth in industry-education integration, fragmented practical training, and a lagging quality evaluation system frequently arise, significantly undermining the effectiveness of applied talent cultivation. This paper, guided by the concept of emerging engineering education, aims to establish a high-quality university-enterprise collaborative cultivation model and explores the deep integration paths among the education chain, talent chain, industrial chain, and innovation chain. It proposes optimizing cultivation approaches from multiple dimensions, including curriculum systems, practice bases, faculty construction, and policy support. Specific measures involve building collaborative education platforms such as university-enterprise joint laboratories and industrial research institutes, establishing a co-construction mechanism for the two-way flow of university faculty and enterprise engineers, and improving a cultivation quality evaluation standard oriented towards competence output. This study can provide reference for the reform of engineering graduate training models in universities.