新工科背景下“双主体–三阶段–四维度”实训课程教学模式探索——以《材料三维结构可视化实训》课程为例

Exploration of the “Dual-Subject, Three-Stage, Four-Dimension” Teaching Model for Practice-Training Courses under the Background of New Engineering Education—Taking the Course “3D Material Structure Visualization Practical Training” as an Example

摘要: 新工科建设对人才培养提出了强化实践创新能力、深化产教融合的新要求。本文针对传统实践教学中理论与实际脱节、创新能力培养不足、产教融合深度不够等痛点问题，系统探究了“双导师制”(校内导师+ 企业导师)协同下的实训课程教学模式改革，提出了“双主体–三阶段–四维度”实践教学模式：通过校企双导师协同，构建“基础实践→项目攻关→创新拓展”三阶能力进阶路径，融合“价值塑造、数智赋能、工程实践、研创贯通”四维育人核心要素。实践表明，该模式提升了学生的工程实践能力、创新素养和解决复杂材料问题的能力，有效促进了应用型本科人才培养质量的提升。

Abstract: The development of Emerging Engineering Education (EEE) has set new requirements for talent cultivation, emphasizing the enhancement of practical innovation capabilities and the integration of industry and education. Addressing the pain points in traditional practical teaching, such as the disconnection between theory and practice, insufficient cultivation of innovation ability and superficial industry-education collaboration, it is systematically explored the reform of the practical course teaching model under the coordination of a “dual-supervisor system” (collaborative education by academic and industrial supervisors). A “Dual-Subject, Three-Stage, Four-Dimension” practical teaching model is proposed in this paper. The model leverages the collaboration between academic and enterprise supervisors to construct a three-stage path of ability progression (foundational practice → project tackling → innovation and extension) and integrates a four-dimensional core elements (value shaping, digital-intelligence empowerment, engineering practice, and research-innovation integration). Applying this teaching model, students’ engineering practical abilities, innovation literacy, and capacity to solve complex materials-related problems are enhanced, which shows the improvement of the quality of applied undergraduate talent cultivation.