新工科背景下建筑土木研究生复合型人才培养模式探索——以研究生“建筑空调虚拟仿真与人工智能”课程为例

Exploring the Cultivation Model of Interdisciplinary Talents in Architecture and Civil Engineering for Postgraduates under the Background of Emerging Engineering Education—A Case Study of the Postgraduate Course “Building Air Conditioning”

摘要: 新工科建设与人工智能技术的快速发展，对建筑土木类研究生培养提出了知识交叉、能力复合的新要求，但传统培养模式长期存在学科壁垒森严、知识结构单一、技术素养滞后等结构性困境。本文以“课程锚点”为改革策略，选取处于学科交叉节点的《建筑空调虚拟仿真与人工智能》研究生课程作为突破口，从课程定位重塑、知识体系重构、教学模式创新以及课程思政有机融入四个维度，系统阐述了“锚点驱动、双线融合、三级进阶”的复合型人才培养模式改革实践。研究发现，以核心课程为“微缩试验区”推进培养模式改革，能够在有限资源条件下实现知识迭代与能力升级的有效联动；为传统工科专业在新工科背景下的渐进式转型提供了一条可操作、可推广的实践路径。

Abstract: The rapid advancement of emerging engineering education and artificial intelligence technologies has imposed new requirements on postgraduate training in architecture and civil engineering, necessitating interdisciplinary knowledge integration and compound competency development. However, the traditional training model has long suffered from structural deficiencies, including rigid disciplinary boundaries, monolithic knowledge structures, and obsolescent technological literacy. Taking the “curriculum anchor” as a reform strategy, this study selects the postgraduate course Virtual Simulation and Artificial Intelligence in Building Air Conditioning—a pivotal node at the interdisciplinary intersection—as a breakthrough point. It systematically elaborates on the reform practice of a compound talent training model characterized by “anchor-driven, dual-track integration, and three-level progression” from four dimensions: repositioning of course objectives, restructuring of knowledge systems, innovation in teaching methodologies, and organic integration of value-based education. The findings reveal that adopting a core course as a “micro-experimental zone” for training model reform can effectively synergize knowledge renewal and capability enhancement under constrained resources. This approach offers a feasible and scalable pathway for the gradual transformation of traditional engineering disciplines in the context of emerging engineering education.