共建共享视域下应用化学专业实习基地到产业学院的进阶路径：新工科产教融合共同体建设探索

The Pathway from Applied Chemistry Internship Bases to Industry Academies under the Framework of Co-Construction and Sharing: Exploring the Development of a New Engineering Education-Industry Integration Community

摘要: 新工科背景下产教融合共同体作为打通教育链、人才链、产业链与创新链的关键枢纽，其建设路径与运行机制成为当前工程教育改革的核心议题。以湖北科技学院应用化学专业为研究对象，系统探讨了从产教融合模式创新、跨学科人才培养体系重构、校企资源整合与共享机制三个维度展开讨论，结合湖北科技学院与深圳市三利谱光电科技股份有限公司签署战略合作协议、共建实习实践基地等具体实践，分析了应用化学专业在产业学院建设、双师型教师队伍培育、学生创新创业能力提升等方面的探索经验。研究认为，新工科产教融合共同体的实质在于构建“校–企–研–产”闭环生态，以产业需求定义培养目标、以工程实践重塑教学过程、以协同创新赋能师资成长，最终实现人才培养供给侧与产业需求侧的结构性适配，并提出了具体建议，以期为同类地方本科院校新工科建设提供参考。

Abstract: Under the context of emerging engineering education, the industry-education integration community serves as a key hub connecting the education chain, talent chain, industrial chain, and innovation chain. Its development pathways and operational mechanisms have become central issues in current engineering education reform. Taking the Applied Chemistry program at Hubei University of Science and Technology as a case study, this research systematically explores three dimensions: innovation in industry-education integration models, restructuring interdisciplinary talent development systems, and mechanisms for integrating and sharing resources between universities and enterprises. Drawing on concrete practices such as the strategic cooperation agreement signed between Hubei University of Science and Technology and Shenzhen Sanlipu Optoelectronic Technology Co., Ltd., as well as the joint establishment of internship and practice bases, the study analyzes the exploratory experiences of the Applied Chemistry program in building industry colleges, cultivating dual-qualified faculty, and enhancing students’ innovation and entrepreneurship capabilities. The research concludes that the essence of the new engineering industry-education integration community lies in establishing a closed-loop ecosystem involving “universities, enterprises, research, and production.” It emphasizes defining educational objectives based on industrial demands, reshaping teaching processes through engineering practice, and empowering faculty development through collaborative innovation—ultimately achieving structural alignment between talent supply and industrial demand. Specific recommendations are proposed to provide reference for similar local undergraduate institutions advancing their new engineering programs.