“新工科”背景下土木工程专业本科生导师制“双驱”模式的困境与重构——基于教师视角的实证分析

The Dilemma and Reconstruction of the “Dual-Drive” Model of Undergraduate Tutor System in Civil Engineering under the Background of “New Engineering”—An Empirical Analysis from the Perspective of Teachers

摘要: 在新工科建设背景下，本科生导师制是提升土木工程专业学生创新实践能力的重要抓手。本文以建筑与规划学院土木工程专业的教师为调研对象，结合问卷调查数据分析，探讨了以“大学生创新创业训练计划”和“学科竞赛”为核心驱动(简称“双驱”)的导师制实施现状。研究发现，虽然教师参与度高，但在精力投入、激励机制及师生互动方面存在显著痛点。数据表明，59.09%的教师面临教学、科研双重压力，63.64%的教师呼吁将指导工作纳入绩效考核。基于此，本文提出了构建“双驱”导向的精准指导模式、完善多元化评价激励体系及搭建全方位资源保障平台等对策，旨在破解导师制形式化困境，实现教研相长。

Abstract: Under the background of New Engineering construction, the undergraduate tutor system is an important means to enhance the innovative and practical abilities of civil engineering students. Focusing on faculty members in the Civil Engineering program of the School of Architecture and Planning as research subjects, this paper uses questionnaire data analysis to examine the implementation status of a tutor system driven primarily by the “College Students’ Innovation and Entrepreneurship Training Program” and “disciplinary competitions” (hereafter referred to as the “dual‑drive” model). The study finds that although teacher participation is high, there are significant pain points in terms of time and energy investment, incentive mechanisms, and teacher-student interaction. The data show that 59.09% of teachers face dual pressures from teaching and research, and 63.64% call for incorporating guidance work into performance evaluation. In response, this paper proposes countermeasures such as building a “dual‑drive” oriented targeted guidance model, improving a diversified evaluation and incentive system, and establishing a comprehensive resource support platform, with the aim of overcoming the formalization dilemma of the tutor system and achieving mutual enhancement of teaching and research.