地方高校“新工科”人才培养的应然定位、实然困境与必然选择

Orientation, Reality Dilemma and Inevitable Choice of “New Engineering” Talents Training in Local Colleges and Universities

"新工科"建设已然成为当下高等工程教育的基本趋势。"新工科"人才培养也构成高校人才培养的重要内容。地方高校在"新工科"建设中,在"新工科"人才培养中既面临与众不同的挑战,也面对后发而起的机遇。地方高校"新工科"下的人才培养,与以往的工程人才培养,存在一定的差异,体现在培养目标定位、教学过程定位、工程实践定位、素质能力定位,这些应然的定位则是社会需求导向下"新工科"人才培养的新要求。然而,受制于以往人才培养的定位、理念、模式与方法的地方高校"新工科"人才培养的实然困境,与"新工科"人才培养的新要求存在明显的差距,体现为人才培养目标同质化、教学教师中心化、产教融合地位边缘化、核心素质能力被弱化。聚力"新工科"人才培养是地方高校人才培养、学科建设、科学研究、社会服务的新起点、立足点、交叉点和发力点。培养目标错位设置、学生中心理念确立、产教需求深度融合、核心素养全面培育应该成为地方高校"新工科"人才培养的必然选择。

The construction of'new engineering'has already become the basic trend of higher engineering education at present.'New Engineering'talents training also constitutes an important content of college talents training.In the construction and talents training of'new engineering',local colleges and universities not only face unique challenges but also opportunities.There is a certain difference between the training of talents and the training of engineering talents in the past,which is reflected in the orientation of training goals,teaching process positioning,engineering practice positioning,and quality ability positioning.These inevitable orientation are the new requirements for the training of'new engineering'talents under the direction of social demand.However,there is a clear gap between the'new engineering'talents training in local universities and the new requirements for the'new engineering'talent training,which is subject to the positioning,concepts,patterns and methods of talent training in the past.It is reflected in the homogenization of talents training goals,the centralization of teaching teachers,the marginalization of the integration of production and education,and the weakening of core quality capabilities.'New engineering'talents training is a new starting point,foothold,intersection point and strength point.It is necessary to train the talents of'new engineering'in local colleges and universities,such as the misplacement of training goals,the establishment of student-centeredness concepts,the deep integration of production and teaching needs,and the comprehensive cultivation of core literacy.