面向职业能力的现场工程师培养模式创新与实践——以智能硬件装调员为例

Innovation and Practice in the On-Site Engineer Training Model Focused on Vocational Competencies—Taking Intelligent Hardware Installation and Debugging Technicians as an Example

摘要: 为响应教育部现场工程师专项培养计划要求，适配智能硬件产业快速发展对一线技术技能人才的迫切需求，针对五年一贯制传统培养中存在的校企协同浅、岗课衔接弱、长学制优势发挥不足、岗位实操训练薄弱、评价体系单一等问题，本文立足五年一贯制育人定位，依托现场工程师项目，以智能硬件装调员国家职业技能标准为岗位锚点，从专项选拔与动态管理、岗课赛证融通课程体系重构、“2 + 2 + 1”五阶递进分段培养、真实场景实训、校企双师队伍建设、“课证融通”工作机制、多元评价七个维度开展系统化教学改革实践。通过两个试点班落地运行，学生岗位适配能力、智能硬件装调实操能力、职业综合素养显著提升。研究形成的“精准选拔、分段递进、课证融通、校企共育”培养模式，可为同类院校五年一贯制现场工程师人才培养改革提供参考借鉴，具备一定的推广应用价值。

Abstract: In response to the requirements of the Special Training Program for On-site Engineers issued by the Ministry of Education and to meet the urgent demand for frontline technical and skilled personnel driven by the rapid development of the intelligent hardware industry, this paper addresses prominent drawbacks in the conventional five-year integrated training system, including superficial school-enterprise collaboration, poor alignment between posts and curricula, underutilization of the long schooling cycle, insufficient on-the-job practical training, and a unitary evaluation system. Rooted in the educational orientation of five-year integrated programs and supported by the On-site Engineer Project, this research takes the national occupational skill standards for intelligent hardware assemblers and commissioning technicians as the post benchmark. Systematic teaching reform and practice are carried out across seven dimensions: special selection and dynamic management, reconstruction of a curriculum system integrating posts, courses, competitions and certificates, segmented five-stage progressive training under the “2 + 2 + 1” model, practical training in real work scenarios, development of a dual-qualified teaching team jointly built by schools and enterprises, working mechanisms for curriculum-certificate integration, and diversified evaluation. Through the implementation of two pilot classes, students’ job suitability, practical skills in intelligent hardware installation and debugging, and overall professional competence have significantly improved. The training model developed through this research, characterized by “targeted selection, segmented progression, curriculum-certificate integration, and school-enterprise collaborative education” can offer references for the reform of on-site engineer training in five-year integrated programs at similar vocational colleges and holds promising promotion and application value.