理实融合下大学实验课程教学改革——以“仪表与过程控制系统实验”课程为例

Teaching Reform of University Laboratory Courses under Theory-Practice Integration—A Case Study of the “Instruments and Process Control System Laboratory” Course

摘要: 在工程教育专业认证与智能制造行业技术革命的交汇点上，深化实验教学改革成为培养满足前沿需求的创新型工程人才的关键。本文以自动化专业必修课程“仪表与过程控制系统实验”为例，系统深入研究“理论教学–实验实践深度融合”(理实融合)背景下的教学改革路径。本文首先剖析了专业认证标准对实验课程的明确要求，即必须有力支撑毕业要求指标点的达成；其次，基于课程大纲与实验指导书，从课程目标体系构建、教学内容分层递进、考核评价闭环、及持续性教学优化四大维度，构建一个完整的理实融合实验教学模型。论文通过课程目标达成度的量化分析，验证了该模式对学生“工程思维能力”“系统分析能力”及“系统设计能力”提升的有效性。研究表明，以产教深度对接为核心、以学生能力培养为导向的理实融合实验改革，是实现工程教育认证要求、对接工业4.0前沿需求的必然路径，为同类工程实验课程提供了可操作的改革范式。

Abstract: At the intersection of engineering education professional accreditation and the technological revolution in intelligent manufacturing, deepening experimental teaching reform has become pivotal in cultivating innovative engineering talents that meet cutting-edge demands. This paper takes the mandatory course “Instruments and Process Control System Laboratory” in automation as a case study, systematically exploring the reform path of teaching under the background of the deep integration of “theory teaching, experimental practice” (theory-practice integration). The paper first analyzes the explicit requirements of professional accreditation standards for experimental courses, which must effectively support the achievement of graduation requirement indicators. Subsequently, based on the course syllabus and experimental guidelines, it constructs a comprehensive theory-practice integration experimental teaching model from four dimensions: the construction of the course objective system, the hierarchical progression of teaching content, the closed-loop of assessment and evaluation, and the continuous optimization of teaching. Through quantitative analysis of course objective attainment, the paper validates the effectiveness of this model in enhancing students’ “engineering thinking ability”, “system analysis ability”, and “system design ability”. The research demonstrates that the theory-practice integration experimental reform, with its core in deep industry-education alignment and its orientation in student ability cultivation, is an inevitable path to meet the requirements of engineering education accreditation and align with the demands of Industry 4.0, providing an operable reform paradigm for similar engineering laboratory courses.