“产教 + 科教”双融合视域下研究生课程教学模式创新研究——以《材料结构与性能》课程为例

Innovation in Graduate Course Teaching Models from the Perspective of Dual Integration of “Industry-Education + Science-Education”—A Case Study of the “Material Structure and Properties” Course

摘要: 面对新工科建设与战略性新兴产业集群发展的双重驱动，传统研究生教学模式存在产教协同不足、科教融合浅层化等突出问题。本文以三峡大学材料类研究生核心课程《材料结构与性能》的教学改革实践为例，提出并构建了以“真实工程案例为牵引、模块化内容重构为核心、创新能力量化评价为驱动”的三位一体新型教学模式。通过创新“企业命题–高校解题”案例开发机制与“案例导入–任务拆解–分组攻坚”三步教学法，将产业真实技术痛点与国家级科研项目前沿成果深度融入教学全过程。实践证明，该模式有效弥合了人才培养与产业需求的鸿沟，显著提升了研究生解决复杂工程问题的系统性思维与实践创新能力，为理工科研究生课程改革提供了可复制的标准化范式。

Abstract: Driven by the dual imperatives of New Engineering Education and the development of strategic emerging industry clusters, traditional graduate teaching models face prominent challenges, including insufficient industry-education synergy and superficial integration of science and education. Taking the teaching reform of the core graduate course “Material Structure and Properties” at Three Gorges University as an example, this paper proposes and constructs a trinity teaching model characterized by “real engineering cases as the traction, modular content restructuring as the core, and quantitative evaluation of innovation capability as the driver”. By innovating the “enterprise-proposed problem, university-solved solution” case development mechanism and implementing a three-step teaching method of “case introduction, task decomposition, and group-based problem-solving,” this model deeply integrates real industrial technical pain points and cutting-edge achievements of national-level research projects into the entire teaching process. Practice has demonstrated that this model effectively bridges the gap between talent cultivation and industrial needs, significantly enhancing graduate students’ systematic thinking and practical innovation capabilities in solving complex engineering problems. It thus provides a replicable and standardized paradigm for curriculum reform in science and engineering graduate education.