新工科背景下工程研究生“三位一体”交叉融合培养模式研究与实践

Research and Practice of the “Trinity” Interdisciplinary Integration Cultivation Model for Engineering Postgraduate Students in the Context of New Engineering

摘要: 在“卓越计划2.0”和新工科建设双重背景下，传统土木水利工程研究生培养面临知识结构单一、复杂工程创新能力不足及产学研协同较薄弱等突出问题。本研究立足中南大学土木水利领域研究生教育教学改革实践，系统探索学科交叉融合导向的创新人才培养路径。研究通过重构“基础–专业–跨学科”三级递进式课程体系，引入项目驱动式教学与多学科案例资源库，构建校企“四共四通”协同育人机制，最终形成“课程重构 + 教学方法创新 + 制度机制保障”三位一体的综合改革框架。实践证明，该模式显著提升了研究生的复合型知识结构、工程实践创新能力与跨学科问题解决能力，为同类高校推进新工科背景下工程研究生培养提供了可复制、可借鉴的经验与范式。

Abstract: Against the dual backdrop of the “Excellent Engineer Education and Training Program 2.0” and the development of New Engineering disciplines, postgraduate education in traditional civil and hydraulic engineering faces key challenges, including a narrow knowledge base, limited capacity for addressing complex engineering problems through innovation, and relatively weak industry-academia-research collaboration. This study addresses these issues by examining innovative talent cultivation pathways grounded in interdisciplinary integration, drawing on the educational and teaching reform practices implemented for postgraduate students in the civil and hydraulic engineering field at Central South University. Specifically, the study develops a three-tiered progressive curriculum system structured around “foundation–specialization–interdisciplinary integration,” introduces project-driven teaching methods along with a multidisciplinary case database, and establishes a school-enterprise collaborative education mechanism characterized by “Four-Shared and Four-Connected” linkages. Together, these initiatives form an integrated reform framework combining three core elements: curriculum redesign, pedagogical innovation, and institutional support. Practical outcomes indicate that this model effectively strengthens students’ interdisciplinary knowledge structures, enhances their capacity for innovation in engineering practice, and improves their ability to solve complex interdisciplinary problems. The reform experience offers a replicable reference for peer institutions seeking to advance postgraduate education in engineering within the context of New Engineering construction.