卓越工程人才培养生态构建与质量治理研究

Ecosystem Construction and Quality Governance for Outstanding Engineering Talent Development

摘要: 针对传统工程教育中资源分散、实践浅表、过程断裂和评价滞后等问题，基于辽宁科技大学行业特色与“1 + 3 + 2”教育理念，本文从培养生态与质量治理角度提出卓越工程人才培养路径：以学生成长为中心，以产业真实问题为纽带，以校企育人共同体为组织基础，将需求识别、项目实践、数字支持、导师协同和多主体评价嵌入连续培养过程；构建“测–学–练–赛–评”成长闭环和产业反馈、教育改进双循环，形成目标可分解、过程可记录、成果可评价、问题可反馈的质量治理机制。通过与CDIO、问题导向学习和项目式学习比较，进一步明确该路径从课程层面的教学改革拓展到主体关系、资源配置和质量治理协同的理论定位。以《金属固态相变原理》4个教学班、平均每班40人的实施为例，呈现理念向任务、能力指标和评价证据转化的具体过程。该路径强调教育规律与产业逻辑的协调，为地方行业高校推进系统性工程教育改革提供参考。

Abstract: To address fragmented resources, superficial practice, disconnected learning processes and delayed assessment in conventional engineering education, this study proposes an ecosystem and quality-governance approach based on the industry-oriented characteristics of University of Science and Technology Liaoning and its “1 + 3 + 2” educational philosophy. Student growth serves as the center, authentic industrial problems as the link and a university-industry community as the organizational foundation. Demand identification, project practice, digital support, mentor collaboration and multi-stakeholder assessment are embedded in a continuous development process. A diagnostic, learning, training, competition and assessment loop is connected with dual cycles of industrial feedback and educational improvement, forming a quality-governance mechanism in which objectives can be decomposed, processes can be documented, outcomes can be evaluated, and problems can be fed back. By comparing the approach with CDIO, problem-based learning and project-based learning, the paper clarifies its extension from classroom pedagogy to coordinated governance of actors, resources and quality. A case involving four classes of Principles of Solid-State Phase Transformations in Metals, with an average of 40 students per class, illustrates how the philosophy is translated into tasks, capability indicators and assessment evidence. Emphasizing the coordination of educational principles and industrial logic, this approach provides a reference for local industry-oriented universities seeking to advance systematic engineering education reform.