新质生产力是在新一轮科技革命和产业变革驱动下的新质态生产力,其形成和发展的关键是科技创新与教育发展。高校是教育、科技、人才的集中交汇点,应在发展新质生产力中展现更大作为。本文以计算机学科为例,在阐述高校教育教学对发展新...新质生产力是在新一轮科技革命和产业变革驱动下的新质态生产力,其形成和发展的关键是科技创新与教育发展。高校是教育、科技、人才的集中交汇点,应在发展新质生产力中展现更大作为。本文以计算机学科为例,在阐述高校教育教学对发展新质生产力影响作用的基础上,对发展新质生产力背景下高校计算机教育教学突出问题进行了分析。针对这些问题,提出了高校计算机教育教学改革趋向,并从加强创新普及与奖励,增设实操性课程,增加竞赛权重,将毕业设计向创新设计方向转变等方面提出了改革策略。力图加强高校计算机教育教学发展,更好发挥高校培养新质生产力所需的创新实践人才,促进我国基础科学创新应用,助力国家创新体系的整体效能提升。The new quality productive forces refer to a new form of productive capacity driven by the latest technological revolution and industrial transformation, with technological innovation and educational development being the key to their formation and growth. Universities, as the convergence point of education, science, and talent, should play a more significant role in developing these new quality productive forces. Using the discipline of computer science as an example, this paper outlines the impact of university education and teaching on the development of new quality productive forces and analyzes the prominent issues in computer education within this context. In response to these challenges, the paper proposes trends for reforming computer education, including strategies such as enhancing innovation awareness and rewards, increasing the proportion of practical courses, raising the importance of competitions, and shifting the focus of graduation projects towards innovative designs. The aim is to strengthen the development of computer education in universities, foster the innovative and practical talents needed for new quality productive forces, and ultimately enhance the overall effectiveness of the national innovation system by promoting the application of fundamental scientific innovations.展开更多
文摘新质生产力是在新一轮科技革命和产业变革驱动下的新质态生产力,其形成和发展的关键是科技创新与教育发展。高校是教育、科技、人才的集中交汇点,应在发展新质生产力中展现更大作为。本文以计算机学科为例,在阐述高校教育教学对发展新质生产力影响作用的基础上,对发展新质生产力背景下高校计算机教育教学突出问题进行了分析。针对这些问题,提出了高校计算机教育教学改革趋向,并从加强创新普及与奖励,增设实操性课程,增加竞赛权重,将毕业设计向创新设计方向转变等方面提出了改革策略。力图加强高校计算机教育教学发展,更好发挥高校培养新质生产力所需的创新实践人才,促进我国基础科学创新应用,助力国家创新体系的整体效能提升。The new quality productive forces refer to a new form of productive capacity driven by the latest technological revolution and industrial transformation, with technological innovation and educational development being the key to their formation and growth. Universities, as the convergence point of education, science, and talent, should play a more significant role in developing these new quality productive forces. Using the discipline of computer science as an example, this paper outlines the impact of university education and teaching on the development of new quality productive forces and analyzes the prominent issues in computer education within this context. In response to these challenges, the paper proposes trends for reforming computer education, including strategies such as enhancing innovation awareness and rewards, increasing the proportion of practical courses, raising the importance of competitions, and shifting the focus of graduation projects towards innovative designs. The aim is to strengthen the development of computer education in universities, foster the innovative and practical talents needed for new quality productive forces, and ultimately enhance the overall effectiveness of the national innovation system by promoting the application of fundamental scientific innovations.
