工程师向高校教师转型：路径探索与教学改革实践

Transformation from Engineer to University Teacher: Path Exploration and Teaching Reform Practice

摘要: 在科技变革与产业升级背景下，应用型高校对“双师型”教师的需求日益迫切，具备丰富工程实践经验的工程师向高校教师转型成为优化师资结构、深化产教融合的重要路径。然而，这一转型并非简单的职业切换，而是涉及角色认知、能力结构的全面重塑，转型工程师面临教学能力不足、环境适配困难等核心挑战。本文以交通运输专业为例，立足转型教师实践视角，探讨工程师向高校教师转型的核心困境与适应路径，重点阐述转型教师如何融合自身工程实践经验，从项目式教学改革、以赛促学、毕业设计优化、产学研协同育人平台搭建等方面推进教学改革，同时从个人与院校层面提出转型发展的支撑体系，并对转型趋势与未来发展方向进行展望。研究旨在为相关转型教师提供实践借鉴，为高校加强“双师型”教师队伍建设、深化工程教育改革提供参考，助力教育链、人才链与产业链、创新链的有机衔接。

Abstract: In the context of technological change and industrial upgrading, application-oriented colleges and universities have an increasingly urgent demand for “double-qualified” teachers. The transformation of engineers with rich engineering practice into college teachers has become an important path to optimize the teacher structure and deepen the integration of production and education. However, this transformation is not a simple career switch, but involves a comprehensive reshaping of role cognition and ability structure. Transformation engineers face core challenges such as insufficient teaching ability and difficulty in adaptation. Taking the transportation major as an example and from the perspective of the practice of transitioning teachers, this paper explores the core dilemmas and adaptation paths for engineers’ transformation into college teachers. It focuses on elaborating how transitioning teachers can integrate their own engineering practical experience to promote teaching reform through aspects such as project-based teaching reform, learning enhancement through competitions, optimization of graduation design, and the establishment of an industry-university-research collaborative education platform. Meanwhile, it proposes a support system for transition and development from both individual and institutional levels and looks forward to the transformation trends and future development directions. The research aims to provide practical reference for relevant transformation teachers, provide reference for colleges and universities to strengthen the construction of “double-qualified” teachers, deepen the reform of engineering education, and help the organic connection of education chain, talent chain, industrial chain, and innovation chain.