要素集成·项目支撑·竞赛驱动——面向核心能力提升的机械工程研究生培养模式构建与实践

Element Integration, Project Support, and Competition-Driven Practice—Construction and Practice of a Training Model for Mechanical Engineering Postgraduates Oriented toward Core Competency Enhancement

摘要: 面对新时代对高层次工程人才的新要求，如何系统化提升研究生核心能力成为高等工程教育改革的关键。针对机械工程研究生培养中存在的“要素低集成、产教低融合、创新引领弱”三大核心问题，本研究以深圳大学机电与控制工程学院为实践场域，在界定学术创新能力、工程实践能力和跨界协作能力三类核心能力的基础上，引入教育目标分类、建构主义以及产教融合相关理论，形成“导向–融合–创新”三维分析框架，并据此推进培养方案优化、课程链重构、科研平台开放、校企协同育人和竞赛实践体系建设。经过多年实践检验，该模式在课程建设、平台使用、竞赛参与、成果产出和满意度等方面取得了较为明显的阶段性成效，研究生培养的全过程协同性有所增强，学生的创新能力和综合素质得到显著提升，为机械工程研究生教育改革提供了可复制、可推广的理论框架与实践范式。

Abstract: With the transition of postgraduate education from scale expansion to connotative development, enhancing the core competencies of postgraduates has become a central issue in the reform of higher engineering education. Aiming at three major problems in the cultivation of mechanical engineering postgraduates, namely insufficient integration of cultivation elements, weak integration of industry and education, and limited innovation-driven practice, this study takes the School of Mechanical and Electrical and Control Engineering of Shenzhen University as a practical case. On the basis of defining three dimensions of core competencies-academic innovation, engineering practice, and interdisciplinary collaboration-this study introduces Bloom’s taxonomy of educational objectives, constructivist learning theory, and theories of industry-education integration to construct a three-dimensional analytical framework of orientation–integration–innovation. Guided by this framework, a training model featuring element integration, project support, and competition-driven practice is developed through the optimization of training schemes, the reconstruction of curriculum chains, the opening of research platforms, university-enterprise collaborative education, and the establishment of a multi-level competition practice system. The results show that this model has achieved phased progress in curriculum development, platform utilization, competition participation, output performance, and student satisfaction, and has contributed to stronger coordination throughout the postgraduate training process as well as improvements in postgraduates’ innovation capability and overall competence. This study provides a replicable and scalable theoretical framework and practical model for reforming graduate education in mechanical engineering.