从“走马观花”到“真学实练”——石油工程生产实习现场教学改革探索

From “Perfunctory Observation” to “Genuine Hands-On Practice”—Exploration of On-Site Teaching Reform in Petroleum Engineering Production Internship

摘要: 石油工程生产实习目前面临着教学方式单一、实习基地空间有限、安全要求高等问题，导致人才培养效率低下，学生无法做到“真学实练”，无法满足国家对石油工程人才培养的需求。因此，本文以重庆科技大学石油与天然气工程专业为例，基于河南油田采油一厂的实习基地，分析了“走马观花”式教学的成因，并提出了三项改革措施。第一，建设虚拟仿真平台。该平台支持虚实结合教学，学生可借助平台调整生产参数，开展故障诊断训练。第二，深化产教融合。与油田企业协作开发可操作的实训内容，比如利用停产井或模拟井，让学生演练生产制度调整及安全事故处理，以此拓宽动手渠道。第三，改革实习组织方式，实行“全链贯通”模式。该模式将校内理论准备、现场分组轮换与任务驱动考核连成一体，并建立联合站、注聚站、维修站、信息指挥中心等站点之间的内容联系，从而突破时间与空间的限制。以上措施推动生产实习从被动观摩转向主动实操，学生的工程实践能力得到提升，也为同类工科专业的实习教学改革提供了参照。

Abstract: The production internship in petroleum engineering currently faces challenges such as monotonous teaching methods, limited space at internship bases, and high safety requirements, which result in low efficiency in talent cultivation. Students are unable to achieve genuine hands-on practice, failing to meet the national demand for petroleum engineering professionals. Therefore, taking the petroleum and natural gas engineering major at Chongqing University of Science and Technology as an example, and based on the internship base at the No. 1 Oil Production Plant of Henan Oilfield, this paper analyzes the causes of the “perfunctory observation” teaching mode and proposes three reform measures. First, building a virtual simulation platform. This platform supports the integration of virtual and real teaching, enabling students to adjust production parameters and conduct fault-diagnosis training through the platform. Second, deepening the integration of industry and education. Collaborating with oilfield enterprises to develop operable practical training contents, such as using idle wells or simulated wells to allow students to practice production regime adjustments and safety incident handling, thereby broadening hands-on channels. Third, reform the internship organization mode by implementing a “whole-chain integrated” model. This model links on-campus theoretical preparation, on-site group rotation, and task-driven assessment into a coherent process, while establishing content connections among stations such as the combined station, polymer-injection station, maintenance station, and information command center, thus breaking through temporal and spatial constraints. These measures have shifted the production internship from passive observation to active hands-on practice, significantly improving students’ engineering practical abilities, and also providing a reference for the internship teaching reform of similar engineering majors.