新质生产力背景下新工科产教融合共同体的构建与实践路径研究——以应用化学专业为例

Research on the Construction and Practical Path of the Industry-Education Integration Community for New Engineering under the Context of New Quality Productivity—A Case Study of Applied Chemistry

摘要: 发展新质生产力是社会经济发展到特定阶段的必然需求。其核心在于创新性高质量人才的培养，实现途径之一是在新工科建设背景下深化产教融合，构建校企命运共同体。以湖北科技学院应用化学专业与国家级高新技术企业深圳市三利谱光电科技股份有限公司共建产教融合共同体的实践探索为案例，深入剖析了在新质生产力背景下，地方应用型高校如何通过校企深度合作，创新人才培养模式。本工作聚焦“产教融合模式创新”、“跨学科人才培养体系重构”、“校企资源整合与共享机制构建”三大核心维度，系统阐述了以光电面板这一国家战略性新兴产业需求为导向，通过共建“光电人才班”、打造虚实结合实践平台、实施“双导师制”与项目驱动式教学等具体举措，实现教育链、人才链与产业链、创新链有机衔接的路径。研究表明：构建“人才共育、过程共管、成果共享、责任共担”的实体化运行机制，能有效破解传统工科教育中理论与实践脱节、学科壁垒森严、创新动力不足等难题。同时可以显著提升学生的工程实践与创新创业能力，以及教师的“双师型”素养，最终服务于区域经济社会高质量发展对复合型创新人才的需求，也为同类院校的新工科建设与产教深度融合提供理论参考与实践范式。

Abstract: Developing new-quality productive forces is an inevitable requirement when socioeconomic development reaches a certain stage. At its core lies the cultivation of innovative, high-quality talent, one effective pathway to which is deepening industry-education integration under the context of new engineering disciplines and building a shared destiny community between universities and enterprises. Taking the collaborative initiative between Hubei University of Science and Technology’s Applied Chemistry program and Shenzhen 3LPE Optoelectronic Technology Co., Ltd. of a national high-tech enterprise as a case study, this paper explores in depth how regional applied-oriented universities can innovate talent development models through close university-enterprise cooperation within the framework of new-quality productive forces. Focusing on three key dimensions—innovation in industry-education integration models, restructuring interdisciplinary talent development systems, and establishing mechanisms for resource integration and sharing, the study systematically outlines a pathway that aligns educational and talent chains with industrial and innovation chains by responding to the demands of optoelectronic panel manufacturing, a strategically emerging national industry. Specific measures include co-establishing “optoelectronic talent classes”, creating integrated virtual-physical practice platforms, implementing a dual-tutor system, and adopting project-driven teaching. Research shows that establishing a tangible operational mechanism characterized by “joint talent cultivation, shared process management, shared outcomes, and shared responsibilities” effectively addresses longstanding challenges in traditional engineering education, such as the disconnection between theory and practice, rigid disciplinary boundaries, and insufficient innovation momentum. It also significantly enhances students’ engineering practice and entrepreneurial capabilities, as well as faculty’s dual-qualified (both academic and professional) competencies. Ultimately, this approach meets the regional demand for multidisciplinary, innovative talent and provides theoretical insights and practical models for similar institutions advancing new engineering disciplines and deepening industry-education integration.