項目為載體的創(chuàng)新團隊“學研產(chǎn)”聯(lián)合培養(yǎng)模式探究
發(fā)布時間：2018-09-08 10:21
【摘要】：21世紀是知識經(jīng)濟時代,創(chuàng)新人才培養(yǎng)已經(jīng)成為高等教育改革的世界性命題,創(chuàng)新已然是知識經(jīng)濟時代的必然需求。我國已將創(chuàng)新人才培養(yǎng)確立為國家發(fā)展的重要戰(zhàn)略,但是創(chuàng)新能力不足仍然是我國高等教育創(chuàng)新人才培養(yǎng)存在的最大問題,筆者依據(jù)親身實踐,希望以參與者和受教育者的角度對創(chuàng)新人才的培養(yǎng)模式進行探討,因此選擇了此課題。通過對國內(nèi)外研究文獻調研,發(fā)現(xiàn)從事相關研究的人很少,因此,本課題的研究具有新穎性和重要意義。 本課題采用文獻和個案研究法,對“項目為載體”、“學研產(chǎn)”、“創(chuàng)新團隊”等幾個核心概念進行界定。本課題著力于人才培養(yǎng)的實踐環(huán)節(jié)探究,本人作為五年前發(fā)起和參與“植物體全價開發(fā)與高附加值利用”項目研發(fā)的“夢七”團隊的一員,是案例的親歷者,希望從客、主觀兩方面分析和總結這一生動案例,為創(chuàng)新團隊培養(yǎng)提供實踐基礎。從哲學、經(jīng)濟社會學、學習認知論等角度下進行闡述人才培養(yǎng)理論的基礎 本課題從項目背景、研究內(nèi)容、研發(fā)團隊組建背景、團隊組員的特色進行了深入分析。并借著參與項目的機會對幾位院士和專家有關高等教育和創(chuàng)新人才培養(yǎng)問題進行了訪談。筆者總結了團隊的成長點滴,通過團隊成員和其他同班同學的問卷和訪談,證明了這種以滿足國家重大需求和科技攻關為動因的“學研產(chǎn)”模式形成的項目團隊的培養(yǎng),比個體教育更有利于創(chuàng)新能力的培養(yǎng),更受學生推崇。 作者在已有的實踐探索基礎上,結合相關理論構建項目為載體的創(chuàng)新團隊“學研產(chǎn)”聯(lián)合培養(yǎng)模式,并分別從教育資源、環(huán)境、過程、評價等方面進行詳細闡述。此模式能聚焦和利用多方位的教育資源,包括多方位的人力、物力、財力資源；能提供多樣化的教育環(huán)境,包括多樣的學校、科研機構、企業(yè)等；結合多層級的培養(yǎng)過程,包括知識、能力、品質的培養(yǎng),轉向多元化的評價方式,包括學校評價、企業(yè)評價、社會市場評價等。論文還總結了項目為載體的創(chuàng)新團隊“學研產(chǎn)”聯(lián)合培養(yǎng)模式的推廣實施要點：首先,高校應響應人才培養(yǎng)改革創(chuàng)新的號召,開展與推進高校教學創(chuàng)新人才改革試驗。其次,各地高校應同兄弟院校、科研機構和企業(yè)建立創(chuàng)新人才培養(yǎng)的長期合作關系,建立“學研產(chǎn)”人才培養(yǎng)平臺,共享資源實施創(chuàng)新人才培養(yǎng)。第三,高校在改革中應明確創(chuàng)新人才培養(yǎng)目標,以目標指導人才的培養(yǎng)和教育的實施。第四,高校應開設多樣化的課程并開展以學生為中心的鼓勵式教學,充分發(fā)揮學生的主體地位,將學生置身于“學研產(chǎn)”的真實環(huán)境中,開闊眼界,促進學生在做中學,在體驗中獲得知識和能力。第五,高校應建立基于個人價值和社會價值的多元評價方法,摒除以考分決定一切的考核方法,結合企業(yè)共建多元化的考核體系。第六,注重團隊的組織與團隊文化的形成,使團隊行程一個凝聚體,從而為共同目標奮斗,鼓勵學生自由組合,強化團隊與分工合作,倡導共同學習。第七,重視導師的選擇與合作,充分發(fā)揮導師的多樣化和互補性優(yōu)勢,組合導師團隊,關注學生的身心發(fā)展,建立良好的師生合作關系。第八,項目的來源與選擇應結合市場和社會需求,關注科學性、經(jīng)濟性、環(huán)保性,鼓勵學生在項目實踐中多渠道獲得知識和經(jīng)驗。
[Abstract]:The 21st century is the era of knowledge-based economy. The cultivation of innovative talents has become a worldwide proposition of higher education reform. Innovation is already an inevitable demand in the era of knowledge-based economy. China has established the cultivation of innovative talents as an important strategy for national development, but the lack of innovative ability is still the biggest problem in the cultivation of innovative talents in higher education. According to the author's own practice, I hope to discuss the training mode of innovative talents from the perspective of participants and educatees, so I choose this topic.
This topic uses the literature and the case study method, carries on the definition to several core concepts and so on "the project is the carrier", "the study research and production", "the innovation team". A member of the team, who is a personal experience of the case, hopes to analyze and summarize this vivid case from both subjective and objective aspects, and to provide a practical basis for the cultivation of innovative teams.
This topic has carried on the thorough analysis from the project background, the research content, the R&D team establishment background, the team member's characteristic, and has taken the opportunity to participate in the project to several academicians and the expert related higher education and the innovation talented person raise question interview. Questionnaires and interviews have proved that the training of project teams, motivated by meeting the country's major needs and tackling key scientific and technological problems, is more conducive to the cultivation of innovative ability than individual education, and more respected by students.
Based on the existing practice and exploration, the author combines the relevant theories to construct the project-based innovative team "learning, research and production" joint training model, and elaborates on the education resources, environment, process, evaluation and other aspects separately. It can provide a diversified educational environment, including a variety of schools, research institutes, enterprises, etc. Combining the multi-level training process, including knowledge, ability, quality training, to diversify the evaluation methods, including school evaluation, enterprise evaluation, social market evaluation and so on. The key points of popularizing and implementing the mode of joint training are as follows: firstly, colleges and universities should respond to the call of the reform and innovation of personnel training, carry out and promote the experiment of teaching and innovative personnel reform in Colleges and universities. secondly, colleges and universities should establish a long-term cooperative relationship with other colleges and universities, scientific research institutions and enterprises in cultivating innovative personnel, and establish a platform for training "students, research and production" personnel. Enjoy resources to carry out innovative personnel training. Thirdly, colleges and universities should make clear the training objectives of innovative personnel, and guide the training and implementation of education by objectives. Fourthly, colleges and universities should set up diversified courses and carry out student-centered encouraged teaching, give full play to the dominant position of students, and place students in "academic research and production". Fifthly, colleges and universities should establish a pluralistic evaluation method based on individual value and social value, abandon the examination method which decides everything by examination marks, and build a pluralistic evaluation system with enterprises. Sixth, pay attention to team organization and team culture. Formation, so that the team journey a cohesive body, so as to strive for the common goal, encourage students to freely combine, strengthen teamwork and division of labor cooperation, advocate common learning. Seventh, attach importance to the selection and cooperation of tutors, give full play to the diversity and complementary advantages of tutors, group tutors, concern about the physical and mental development of students, establish a good cooperation between teachers and students. Eighth, the source and choice of the project should be combined with the market and social needs, pay attention to scientific, economic, environmental protection, and encourage students to gain knowledge and experience in project practice through multiple channels.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G644;G642.0
本文編號：2230237
[Abstract]:The 21st century is the era of knowledge-based economy. The cultivation of innovative talents has become a worldwide proposition of higher education reform. Innovation is already an inevitable demand in the era of knowledge-based economy. China has established the cultivation of innovative talents as an important strategy for national development, but the lack of innovative ability is still the biggest problem in the cultivation of innovative talents in higher education. According to the author's own practice, I hope to discuss the training mode of innovative talents from the perspective of participants and educatees, so I choose this topic.
This topic uses the literature and the case study method, carries on the definition to several core concepts and so on "the project is the carrier", "the study research and production", "the innovation team". A member of the team, who is a personal experience of the case, hopes to analyze and summarize this vivid case from both subjective and objective aspects, and to provide a practical basis for the cultivation of innovative teams.
This topic has carried on the thorough analysis from the project background, the research content, the R&D team establishment background, the team member's characteristic, and has taken the opportunity to participate in the project to several academicians and the expert related higher education and the innovation talented person raise question interview. Questionnaires and interviews have proved that the training of project teams, motivated by meeting the country's major needs and tackling key scientific and technological problems, is more conducive to the cultivation of innovative ability than individual education, and more respected by students.
Based on the existing practice and exploration, the author combines the relevant theories to construct the project-based innovative team "learning, research and production" joint training model, and elaborates on the education resources, environment, process, evaluation and other aspects separately. It can provide a diversified educational environment, including a variety of schools, research institutes, enterprises, etc. Combining the multi-level training process, including knowledge, ability, quality training, to diversify the evaluation methods, including school evaluation, enterprise evaluation, social market evaluation and so on. The key points of popularizing and implementing the mode of joint training are as follows: firstly, colleges and universities should respond to the call of the reform and innovation of personnel training, carry out and promote the experiment of teaching and innovative personnel reform in Colleges and universities. secondly, colleges and universities should establish a long-term cooperative relationship with other colleges and universities, scientific research institutions and enterprises in cultivating innovative personnel, and establish a platform for training "students, research and production" personnel. Enjoy resources to carry out innovative personnel training. Thirdly, colleges and universities should make clear the training objectives of innovative personnel, and guide the training and implementation of education by objectives. Fourthly, colleges and universities should set up diversified courses and carry out student-centered encouraged teaching, give full play to the dominant position of students, and place students in "academic research and production". Fifthly, colleges and universities should establish a pluralistic evaluation method based on individual value and social value, abandon the examination method which decides everything by examination marks, and build a pluralistic evaluation system with enterprises. Sixth, pay attention to team organization and team culture. Formation, so that the team journey a cohesive body, so as to strive for the common goal, encourage students to freely combine, strengthen teamwork and division of labor cooperation, advocate common learning. Seventh, attach importance to the selection and cooperation of tutors, give full play to the diversity and complementary advantages of tutors, group tutors, concern about the physical and mental development of students, establish a good cooperation between teachers and students. Eighth, the source and choice of the project should be combined with the market and social needs, pay attention to scientific, economic, environmental protection, and encourage students to gain knowledge and experience in project practice through multiple channels.
【學位授予單位】：西南大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G644;G642.0
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