产教融合视域下项目制环境工程研究生创新培养模式研究

Research on the Innovative Training Model for Project-Based Environmental Engineering Graduate Students from the Perspective of Industry-Academia Integration

摘要: 面向绿色发展与矿山生态修复需求，针对环境工程专业学位研究生理论与实践脱节、工程创新能力薄弱、产教协同机制不健全等痛点，以校企合作“采煤沉陷区水面种植关键技术研究与示范”重大项目为载体，构建“真实项目牵引、校企双师协同、多维度案例赋能、全过程闭环评价”的创新培养体系。依托淮南50亩浮床水稻示范基地，累计吸纳50多名硕博研究生深度参与研发、监测与成果转化，形成教学案例3个及系列专利论文。通过搭建五层协同育人架构、实施四阶递进实践路径、开发四类特色教学案例及六维多元评价体系，总结形成可复制的矿山生态修复方向产教融合育人范式。实践表明，该模式有效打通“四链”，显著提升了研究生解决复杂工程问题的能力，为资源型高校专业学位研究生教育改革及主题案例库建设提供了典型样本。

Abstract: Under the demands of new quality productive forces, green development, and mine ecological restoration, and addressing pain points such as the disconnection between theory and practice in graduate students of environmental engineering professional degrees, weak engineering innovation ability, and an imperfect industry-education collaboration mechanism, this study takes the major project of “Research and Demonstration of Key Technologies for Surface Planting in Coal Mine Subsidence Areas” under university-enterprise cooperation as the carrier, and constructs an innovative training system of “real-project-driven, university-enterprise dual-mentor collaboration, multidimensional case empowerment, and whole-process closed-loop evaluation.” Relying on the 50-mu floating-bed rice demonstration base in Huainan, more than 50 master’s and doctoral students have been deeply involved in R&D, monitoring, and achievement transformation, forming 3 teaching cases and a series of patents and papers. By building a five-level collaborative education framework, implementing a four-stage progressive practical pathway, developing four types of characteristic teaching cases, and a six-dimensional diversified evaluation system, a replicable industry-education integration education paradigm for the direction of mine ecological restoration has been summarized and formed. Practice shows that this model effectively connects the “four chains”, significantly improves graduate students’ ability to solve complex engineering problems, and provides a typical example for the reform of professional degree graduate education in resource-based universities and the construction of the thematic case library.