面向工程化能力培养的地质学专业野外实践教学创新

Teaching Innovation in Geological Field Practice Oriented toward Engineering Capability Cultivation

摘要: 新工科建设推动地球科学人才培养由知识传授型向工程能力应用型转变，对地质学专业野外实践课程提出了面向真实工程场景、服务复杂工程问题解决的新要求。针对传统地质学野外实践教学中存在的实习内容固化、工程应用转化不足、课程思政缺乏将工程伦理融入真实场景的隐性育人设计、跨学科与校企协同薄弱等问题，本文以地质学专业野外实践课程为载体，聚焦工程化能力培养，构建了以新内容、新方法、新标准、新评价为核心的“四新教学体系”；通过融合科研与工程案例拓展教学内容；依托数智化工具打造虚实融合的混合式教学模式；全流程对接行业技术规范，并建立全过程、多元化的能力导向考核机制。同时，建立“三维四阶”课程思政模式，实现知识、能力、价值分层递进的育人目标；组建跨学科师资队伍，推行工程项目化实训，依托实习基地搭建产学研用一体化协同育人闭环。教学实践表明，该改革模式显著提升了学生的解决工程问题、进行科研创新及运用数智化技术的能力，有效强化了学生的工程伦理与行业使命感，育人成效突出。

Abstract: The construction of new engineering promotes the transformation of the training of earth science talents from knowledge imparting to engineering ability application, and puts forward new requirements for the field practice course of geology specialty to face the real engineering scene and serve the solution of complex engineering problems. Aiming at the problems of solidification of practice content, insufficient transformation of engineering application, lack of invisible education design integrating engineering ethics into real scenes, and weak interdisciplinary and school-enterprise cooperation in the field practice teaching of traditional geology. This paper takes the field practice course of geology as the carrier, focuses on the cultivation of engineering ability, and constructs the “four new teaching system” with new content, new method, new standard and new evaluation as the core. Integrating scientific research and engineering cases to expand teaching content; relying on digital intelligence tools to create a mixed teaching mode of virtual and real integration; the whole process is docked with industry technical specifications, and a whole process and diversified ability-oriented assessment mechanism is established. Meanwhile, the “Three-Dimensional, Fourth-Order” curriculum-based ideological and political education model was established to achieve the educational objective of a tiered progression in knowledge, competencies, and values; the interdisciplinary faculty team was formed to implement project-based practical training and to establish an integrated closed-loop collaborative education system that combines industry, academia, research, and application through the utilization of internship bases. The teaching practice shows that the reform mode has significantly improved students “engineering problem solving, scientific research innovation and digital intelligence application ability, effectively strengthened students” engineering ethics and sense of mission in the industry, and achieved outstanding results in education.