新时代卓越工程师培养路径探索——地方高校环境科学与工程专业产教融合与教育综合改革的实践

Exploration of Training Paths for Outstanding Engineers in the New Era—Practice of Industry-Education Integration and Comprehensive Educational Reform in Environmental Science and Engineering Programs at Local Universities

摘要: 在“碳达峰”“碳中和”战略的时代背景下，地方高校环境类专业承担着培养兼备工程实践能力、创新思维和家国情怀的卓越工程师的重要使命。本文以桂林理工大学环境科学与工程学院的产教融合探索为案例，提出以“思政引领、课程重构、平台共建、师资升级”为核心的培养路径，构建出“价值塑造–能力培养–实践强化–评价反馈”的培养体系。一方面通过深化产教融合机制，整合政府、企业与科研院所资源，实施“双师型”制，实现多方协同育人；另一方面以工程能力为导向，重构课程体系，将产业需求和前沿技术纳入其中，突出跨学科融合与项目式学习，建立动态评价模式，强调过程考核与持续改进。实践表明，该模式显著增强了学生的责任意识、创新能力与工程实践水平，为解决地方高校在工程教育中面临的同质化、产教脱节等问题提供了可复制的方案，也为区域绿色发展与生态文明建设输送了高素质人才。

Abstract: Against the backdrop of the “Carbon Peak” and “Carbon Neutrality” strategy, environmental programs in local universities bear the critical mission of cultivating outstanding engineers who integrate practical engineering capabilities, innovative thinking, and societal responsibility. This paper, taking the industry-education integration exploration of the College of Environmental Science and Engineering at Guilin University of Technology as a case study, proposes a cultivation path centered on “Ideological and Political Guidance, Curriculum Restructuring, Platform Co-development, and Faculty Enhancement”. This constructs a training system characterized by “Value Shaping-Ability Cultivation-Practice Reinforcement-Evaluation and Feedback”. On one hand, it deepens the industry-education integration mechanism by leveraging resources from government, enterprises, and research institutes, implements a “Dual-mentor” system, and achieves multi-party collaborative education. On the other hand, adopting an engineering capability-oriented approach, it restructures the curriculum system to incorporate industrial demands and cutting-edge technologies, emphasizing interdisciplinary integration and project-based learning, while establishing a dynamic evaluation model that stresses process assessment and continuous improvement. Practice has demonstrated that this model significantly enhances students’ sense of responsibility, innovative ability, and practical engineering skills. It provides a replicable solution to address issues such as homogenization and the disconnection between industry and education in the engineering education of local universities, while also supplying high-quality talent for regional green development and ecological civilization construction.