行业背景高校文科创新型人才培养改革与实践——以中国矿业大学(北京)为例

Reform and Practice of Innovative Liberal Arts Talent Cultivation in Industry-Oriented Universities—A Case Study of China University of Mining and Technology-Beijing

摘要: 行业背景高校的文科教育具有鲜明的依附性与工具性特征，如何在服务行业需求与实现特色发展中探索创新型人才培养模式，是当前新文科建设面临的重要命题。本文以中国矿业大学(北京)文法学院行政管理、英语、法学三个本科专业为案例，系统梳理其教育教学改革实践，构建了“行业牵引、知行并进”的行业背景高校文科创新型人才培养模式。该模式以“行业牵引与知行并进相协同”为理念引领，以“专业底色与校本特色相结合”为课程支撑，以“校内实训与校外基地相贯通”为实践载体，以“校内导师与校外导师相融通”为师资保障，形成了理念、课程、实践、师资四位一体的系统化培养体系。研究表明，行业背景高校文科人才培养应立足校本特色，走差异化发展道路，在融入主体学科、服务行业需求的过程中实现特色化、内涵式发展。该模式为同类高校提供了可参照的改革框架，但其迁移应用需结合具体行业属性与办学条件进行本土化调适。

Abstract: Humanities and social sciences education in industry-oriented universities is often characterized by a pronounced dependence on dominant disciplinary fields and an instrumental orientation toward sectoral needs. How to explore innovative talent cultivation models while serving industry demands and pursuing distinctive institutional development has therefore become a critical issue in the construction of New Liberal Arts. Taking the undergraduate programs in Public Administration, English, and Law at the School of Humanities and Law of China University of Mining and Technology-Beijing as cases, this study systematically examines their educational and pedagogical reform practices and proposes an innovative talent cultivation model for humanities and social sciences education in industry-oriented universities, namely, “industry-driven development and integrated knowledge-practice advancement”. Guided by the synergistic principle of industry-driven development and knowledge-practice integration, the model is supported by a curriculum system that combines disciplinary foundations with university-specific characteristics. It is further implemented through practical training mechanisms that connect on-campus simulation and off-campus practice bases, and sustained by a faculty support system that integrates internal academic mentors with external industry mentors. Together, these elements form a systematic four-dimensional cultivation framework encompassing educational philosophy, curriculum design, practical training, and faculty development. The findings suggest that humanities and social sciences talent cultivation in industry-oriented universities should be grounded in institutional characteristics and follow a differentiated development path. By integrating with dominant disciplinary fields and responding to industry needs, such programs can achieve distinctive and connotative development. This model provides a reform framework that other universities in the same sector can use as a reference, but its implementation requires localization to account for specific industry characteristics and institutional conditions.