智能绿色采矿背景下应用型本科矿业类专业教学改革路径研究——以新疆工程学院为例

Research on the Teaching Reform Path of Mining-Related Majors in Application-Oriented Undergraduate Colleges under the Background of Intelligent Green Mining—A Case Study of Xinjiang Institute of Engineering

摘要: 智能绿色采矿正在重塑新疆矿业的技术体系、岗位结构和人才需求，应用型本科高校矿业类专业必须从传统知识传授转向面向真实产业场景的能力培养。本文以新疆工程学院为例，采用能源矿业企业招聘岗位信息收集、新入职员工技能自评问卷调查、企业技术负责人访谈，并对学生和专业课教师进行教学痛点调查。结果显示，企业对“智能装备运维与数据分析”“安全生产监测与应急处置”的需求强度最高(5分制均值分别为4.62、4.48)，而现有教学在课程内容更新、真实场景供给、校企协同深度、教师数字化能力和评价方式五个方面存在突出短板。据此提出构建“智能 + 绿色 + 安全 + 管理”模块化课程体系、推进项目化案例化教学、建设虚实结合实践平台、完善“3 + 1”校企协同育人机制、强化双师型教师队伍和建立能力达成评价体系等改革路径。研究认为，面向智能绿色采矿的教学改革应以区域产业需求为牵引、以学生工程实践能力为核心、以产教融合为支撑，并在师资转型、资源投入和校企协同等方面同步建立风险应对机制。

Abstract: Intelligent green mining is reshaping the technical system, job structure and talent demand of the Xinjiang mining industry. The mining majors in application-oriented universities must shift from traditional knowledge teaching to ability training for real industrial scenarios. Taking Xinjiang Institute of Engineering as an example, this paper adopts the information collection of recruitment positions in energy mining enterprises, the self-assessment questionnaire survey of new employees’ skills, the interview of enterprise technical leaders, and the investigation of teaching pain points of students and professional teachers. The results show that enterprises have the highest demand intensity for “intelligent equipment operation and maintenance and data analysis” and “safety production monitoring and emergency disposal” (the averages on the 5-point scale are 4.62 and 4.48, respectively), while existing teaching has outstanding shortcomings in five aspects: curriculum content update, real scene supply, school-enterprise collaboration depth, teachers’ digital ability and evaluation methods. Based on this, this paper puts forward some reform paths, such as constructing a modular curriculum system of “intelligence + green + safety + management”, promoting project-based case teaching, building a practical platform combining virtuality and reality, improving the “3 + 1” school-enterprise collaborative education mechanism, strengthening the double-qualified teachers team and establishing the evaluation system of ability achievement. It is believed that the teaching reform for intelligent green mining should be guided by the needs of regional industries, centered on students’ engineering practice ability, supported by the integration of production and education, and a risk response mechanism should be established simultaneously in the aspects of teacher transformation, resource input and school-enterprise cooperation.