以跨专业协同育人为导向的《智能制造技术实训》课程改革设计

Reform Design for the Intelligent Manufacturing Technology Practicum Course Based on Interdisciplinary Collaborative Education

摘要: 面向制造业数字化、网络化、智能化转型需求，当前的《智能制造技术实训》课程在教学方面存在学科专业分设、内容零散、协同不足和评价单一等问题，难以满足智能制造对复合型工程人才培养的要求。针对机械设计制造及其自动化、机器人工程和智能制造工程三个专业在短周期集中实训中的协同育人需求，本文以共同的工程任务为牵引，围绕课程目标重构、课程任务设计、实训组织实施优化和评价机制改进等方面，构建《智能制造技术实训》跨专业协同改革方案。课程方案以智能加工与装配产线集成为核心任务，采用分阶段实施路径，形成跨专业的任务分工矩阵、校企协同指导机制和过程与结果并重的多维评价体系，并从师资、资源和制度等方面对方案可行性进行了分析。研究表明，面向短周期集中实训开展跨专业协同教学设计，能够较好地解决传统实训中专业分割明显、内容衔接不足、组织协同不强和过程评价薄弱等问题，有助于推动《智能制造技术实训》由单专业技能训练课程向共同任务驱动、阶段递进实施、过程与结果并重评价的综合实训课程转变。本文所提出的改革思路和实施框架，可为智能制造及相关交叉专业群开展短周期跨专业实训教学改革提供参考。

Abstract: To meet the demands of the manufacturing industry’s digital, networked, and intelligent transformation, the current Intelligent Manufacturing Technology Practicum course still faces several teaching-related problems, including discipline- and major-based separation, fragmented content, insufficient collaboration, and overly narrow assessment methods. These issues make it difficult to satisfy the need for cultivating interdisciplinary and application-oriented talents in intelligent manufacturing. In response to the collaborative training needs of students majoring in Mechanical Design, Manufacturing and Automation, Robotics Engineering, and Intelligent Manufacturing Engineering during short-cycle intensive practicum teaching, this paper proposes an interdisciplinary collaborative reform scheme for the Intelligent Manufacturing Technology Practicum course. Driven by shared engineering tasks, the scheme focuses on the reconstruction of course objectives, the design of practicum tasks, the optimization of practicum organization and implementation, and the improvement of assessment mechanisms. Centered on intelligent machining and assembly line integration, the proposed scheme adopts a phased implementation approach, establishes an interdisciplinary task allocation matrix, a school-enterprise collaborative guidance mechanism, and a multidimensional assessment system that integrates both process- and outcome-based evaluation, and further examines its feasibility in terms of faculty, resources, and institutional support. The study shows that interdisciplinary collaborative teaching design for short-cycle intensive practicum can effectively address such problems in traditional practicum teaching as clear disciplinary segmentation, insufficient content integration, weak organizational coordination, and inadequate process-based assessment. It also promotes the transformation of the Intelligent Manufacturing Technology Practicum course from a single-major skills training course into a comprehensive practicum course characterized by shared task orientation, phased implementation, and the integration of process and outcome evaluation. The reform ideas and implementation framework proposed in this paper may provide a useful reference for short-cycle interdisciplinary practicum teaching reform in intelligent manufacturing and other related interdisciplinary program clusters.