基于OBE-CDIO模式的应用型高校新质人才培养——以金属材料工程专业为例

Cultivating Quality Talent in Chinese Application-Oriented Universities Based on the OBE-CDIO Model—A Case Study of Metal Materials Engineering Major

摘要: 应用型高校在培养适应新质生产力发展需求的高素质工程技术人才方面面临挑战，金属材料工程专业传统人才培养模式存在目标导向模糊、课程体系滞后、产教融合不足及评价机制单一，导致人才培养与产业需求脱节。针对这些问题，提出基于OBE教育理念与CDIO教育模式融合的新型人才培养模式。OBE-CDIO模式以产业需求为起点，反向设计培养目标，构建“基础–专业–综合–创新”四层次课程体系，并通过四级CDIO项目链贯穿教学全过程，强化工程实践能力。具体实施路径包括：重构课程内容，融入材料基因工程、智能设计等前沿技术；深化校企协同，共建产业学院与“双导师”；建立“三维四主体”动态评价体系，引入企业认证考核与毕业生追踪反馈。OBE-CDIO模式通过目标导向与工程实践的深度融合，有效解决了应用型高校人才培养与产业需求的结构性矛盾，为工程教育改革提供了可推广的范式，对支撑新质生产力发展具有重要意义。

Abstract: Application-oriented universities face challenges in cultivating high-quality engineering technical talents that meet the development needs of new quality productivity. Traditional talent cultivation models in Metal Materials Engineering Major suffer from ambiguous objective orientation, outdated curriculum systems, insufficient integration of industry and education, and a singular evaluation mechanism, leading to a disconnection between talent development and industry demands. To address these issues, this study proposes a new talent cultivation model integrating the OBE educational concept with the CDIO educational framework. The OBE-CDIO model takes industrial needs as its starting point, reverse-designs training objectives, and constructs a four-tier curriculum system encompassing “foundational-professional-comprehensive-innovative” components. It reinforces engineering practical capabilities through a four-level CDIO project chain that runs through the entire teaching process. Specific implementation measures include: restructuring course content to incorporate cutting-edge technologies such as Materials Genome Engineering and intelligent design; deepening industry-university collaboration through co-established industrial colleges and a “dual-tutor” system; and establishing a dynamic “three-dimensional, four-stakeholder” evaluation system that introduces enterprise certification assessments and graduate tracking feedback. By deeply integrating objective orientation with engineering practice, the OBE-CDIO model effectively resolves the structural disconnections between talent cultivation and industrial needs in application-oriented universities. It provides a replicable paradigm for engineering education reform and holds significant importance for supporting the development of new quality productivity.