面向智能装备产业人才培养的智能信息处理技术课程“三维进阶”教学体系构建

Establishing a “Three-Dimensional Progression” Teaching System for Intelligent Information Processing Technology Courses Aimed at Cultivating Talent for the Intelligent Equipment Industry

摘要: 针对《智能信息处理技术》传统教学中知识碎片化、能力断层化、价值引领缺位的突出问题，结合新工科建设与智能装备产业人才需求，构建“知识–能力–素质”三维进阶教学框架与“知识重构–实践淬炼–价值塑造”三位一体育人模式。课程以机械设计、控制理论为知识基底，对接智能网联汽车环境感知、ABS防抱死控制等产业场景，重构神经网络、进化计算、模糊计算核心知识体系；依托“算法开发–系统仿真–硬件在环实验”全流程项目训练，提升学生复杂系统建模与智能算法工程化能力；融入华为MDC智能驾驶平台等“中国智造”案例及工程伦理、绿色制造理念，培育学生技术自信与产业使命感。30名学生的教学实践表明，29人熟练掌握算法仿真与硬件实验技能，100%建立国产技术自信，有效破解教学与产业需求脱节难题，为智能装备产业培养复合型人才，也为同类课程改革提供可复制范式。

Abstract: To address fragmented knowledge, disconnected competencies and lack of value guidance in traditional teaching of “Intelligent Information Processing Technology”, this paper constructs a three-dimensional “knowledge-competence-quality” progressive teaching framework and a trinity “knowledge reconstruction-practice refinement-value shaping” education model, in line with emerging engineering construction and talent demands of intelligent equipment industry. Based on mechanical design and control theory, the course reconstructs core knowledge of neural networks, evolutionary computation and fuzzy computation by linking industrial scenarios like intelligent connected vehicles’ environmental perception and ABS control. Through full-process project training of “algorithm development-system simulation-hardware-in-the-loop experiments”, it enhances students’ abilities in complex system modeling and intelligent algorithm engineering; integrating “Intelligent Manufacturing in China” cases (e.g., Huawei MDC) and concepts of engineering ethics and green manufacturing, it fosters students’ technological confidence and industrial mission. Practice with 30 students shows 29 mastered algorithm simulation and hardware experiment skills, 100% established domestic technology confidence. This solves the disconnection between teaching and industrial needs, cultivates interdisciplinary talents for intelligent equipment industry, and provides a replicable paradigm for similar course reforms.