产教融合背景下双碳目标导向的环境工程专业实习实践探索

Exploration of Internship and Practical Education in Environmental Engineering Guided by Dual-Carbon Goals in the Context of Industry-Education Integration

摘要: “碳达峰、碳中和”战略目标对环境工程专业人才培养提出了新的要求，推动双碳理念融入实习实践教学全过程已成为专业教育改革的重要方向。本文以江汉大学环境工程专业为例，立足近三年的教学改革实践，构建了“碳通识实践教育–减污降碳技术实践教育–双碳目标创新综合实践教育”递进式实践育人体系。依托中碳登、武汉双碳产业研究院、武汉市环境监测中心站及相关环保企业等实践平台，将双碳理念融入《环境工程专业导论》《认识实习》《生产实习》及《毕业设计(论文)》等实践教学环节，形成了覆盖认知启蒙、专业实践和创新应用全过程的双碳实践教育模式。实践表明，该模式有效提升了学生的双碳意识、工程实践能力和创新应用能力，实现了环境工程专业实践教学与绿色低碳转型需求的深度融合。同时，改革过程中仍存在课程体系协同不足、实践教学评价机制有待完善、校企协同育人长效机制有待健全等问题。研究成果可为地方高校环境工程专业双碳导向实践教学改革提供参考。

Abstract: The goals of carbon peaking and carbon neutrality have introduced new requirements for talent development in environmental engineering, making the integration of dual-carbon concepts throughout internship and practical education an important direction for professional education reform. Taking the Environmental Engineering program at Jianghan University as a case and drawing on nearly three years of teaching reform, this study developed a progressive practice-based education system comprising general carbon literacy education, technical practice in pollution and carbon reduction, and integrated innovative practice for dual-carbon goals. Relying on practical education platforms including the China Carbon Emission Registration and Clearing Co., Ltd., the Wuhan Dual Carbon Industry Research Institute, the Wuhan Environmental Monitoring Center, and relevant environmental protection enterprises, dual-carbon concepts were incorporated into courses and practical components such as Introduction to Environmental Engineering, Introductory Internship, Production Internship, and Graduation Design (Thesis). This formed a dual-carbon practice-based education model covering cognitive initiation, professional practice, and innovative application. The results indicate that the model effectively enhanced students’ dual-carbon awareness, engineering practice competence, and innovative application competence, thereby facilitating close alignment between practical education in environmental engineering and the needs of the green and low-carbon transition. Nevertheless, challenges remain, including insufficient coordination across the curriculum, an underdeveloped evaluation mechanism for practical education, and the need for a sustainable mechanism for university-enterprise collaborative education. The findings may provide a reference for local universities seeking to reform dual-carbon-oriented practical education in environmental engineering.