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　　2021年(nian)9月，習近(jin)平總書記在中(zhong)央人才(cai)工(gong)(gong)作會議(yi)上強調(diao)，要把培(pei)養(yang)大批卓越工(gong)(gong)程(cheng)師(shi)(shi)作為建(jian)設國(guo)家戰(zhan)略人才(cai)力量(liang)的重要任務(wu)來(lai)抓，探(tan)索實(shi)行高(gao)校和企業聯合培(pei)養(yang)高(gao)素質復合型工(gong)(gong)科(ke)人才(cai)的有效機(ji)制，實(shi)現產學(xue)研深度融合。2022年(nian)2月，國(guo)家有關部(bu)門啟(qi)動工(gong)(gong)程(cheng)碩博士培(pei)養(yang)改(gai)革試點(dian)工(gong)(gong)作。同(tong)年(nian)9月，教(jiao)育部(bu)、國(guo)資委聯合召(zhao)開(kai)卓越工(gong)(gong)程(cheng)師(shi)(shi)培(pei)養(yang)工(gong)(gong)作推(tui)進(jin)會，試點(dian)建(jian)設首批18家國(guo)家卓越工(gong)(gong)程(cheng)師(shi)(shi)學(xue)院(yuan)，共(gong)同(tong)發(fa)布《卓越工(gong)(gong)程(cheng)師(shi)(shi)培(pei)養(yang)北京宣(xuan)言》。經過一(yi)年(nian)的實(shi)踐(jian)，首批國(guo)家卓越工(gong)(gong)程(cheng)師(shi)(shi)學(xue)院(yuan)建(jian)設進(jin)展(zhan)(zhan)與(yu)成效如何？教(jiao)育部(bu)學(xue)位與(yu)研究生教(jiao)育發(fa)展(zhan)(zhan)中(zhong)心組(zu)織專題調(diao)研組(zu)，針對國(guo)家卓越工(gong)(gong)程(cheng)師(shi)(shi)學(xue)院(yuan)建(jian)設進(jin)展(zhan)(zhan)、成效與(yu)問(wen)題開(kai)展(zhan)(zhan)調(diao)研，并(bing)剖析重點(dian)難點(dian)問(wen)題，提出對策建(jian)議(yi)。

　　1、匯聚校企合力，構建“四共”“四通”機制，打造卓越工程師自主培養高地

　　首批國家卓越工(gong)程師學院建(jian)設，旨在(zai)打破工(gong)程人才培養(yang)“學科(ke)化、院系制(zhi)”的(de)傳統(tong)組織模(mo)式，以(yi)組織制(zhi)度創新為(wei)根本(ben)，以(yi)培養(yang)模(mo)式改革(ge)為(wei)核(he)心，以(yi)實(shi)質(zhi)性(xing)聯合培養(yang)為(wei)紐帶，切實(shi)調(diao)動(dong)高校和企業(ye)兩個積(ji)極性(xing)，構建(jian)了校企共(gong)同招(zhao)生、共(gong)同培養(yang)、共(gong)同選(xuan)題、共(gong)享成(cheng)果的(de)“四共(gong)”新機制(zhi)，實(shi)現師資互(hu)通(tong)、課程打通(tong)、平臺融(rong)通(tong)、政策暢通(tong)的(de)“四通(tong)”新局面。

　　深化對(dui)卓(zhuo)(zhuo)越(yue)(yue)(yue)(yue)(yue)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)師(shi)(shi)培(pei)養(yang)(yang)(yang)目標(biao)(biao)(biao)的(de)認識。加快培(pei)養(yang)(yang)(yang)大(da)(da)批卓(zhuo)(zhuo)越(yue)(yue)(yue)(yue)(yue)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)師(shi)(shi)，是以習近平(ping)同(tong)(tong)志為核心的(de)黨中央(yang)作出(chu)(chu)的(de)重(zhong)大(da)(da)戰略(lve)(lve)(lve)部署。努力(li)建設一(yi)(yi)支愛(ai)黨報(bao)國(guo)(guo)、敬(jing)業(ye)奉(feng)獻、具有突出(chu)(chu)技術創(chuang)新能(neng)(neng)(neng)(neng)力(li)、善(shan)于解(jie)決復雜工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)問題的(de)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)師(shi)(shi)隊伍(wu)，是習近平(ping)總書記(ji)對(dui)卓(zhuo)(zhuo)越(yue)(yue)(yue)(yue)(yue)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)師(shi)(shi)人(ren)(ren)才培(pei)養(yang)(yang)(yang)提出(chu)(chu)的(de)目標(biao)(biao)(biao)要求和(he)方向指(zhi)引。一(yi)(yi)年來，國(guo)(guo)家卓(zhuo)(zhuo)越(yue)(yue)(yue)(yue)(yue)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)師(shi)(shi)學(xue)(xue)院深刻領悟這一(yi)(yi)重(zhong)要指(zhi)示精(jing)神，立足院校特(te)色和(he)優勢(shi)學(xue)(xue)科，協同(tong)(tong)行(xing)業(ye)領域龍頭企業(ye)，共同(tong)(tong)制定(ding)卓(zhuo)(zhuo)越(yue)(yue)(yue)(yue)(yue)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)師(shi)(shi)培(pei)養(yang)(yang)(yang)目標(biao)(biao)(biao)和(he)能(neng)(neng)(neng)(neng)力(li)標(biao)(biao)(biao)準(zhun)。西北工(gong)(gong)(gong)(gong)業(ye)大(da)(da)學(xue)(xue)注(zhu)重(zhong)面向國(guo)(guo)家重(zhong)大(da)(da)需(xu)(xu)求，發揮航(hang)空、航(hang)天(tian)、航(hang)海特(te)色和(he)軍工(gong)(gong)(gong)(gong)國(guo)(guo)防科研優勢(shi)，著(zhu)力(li)培(pei)養(yang)(yang)(yang)能(neng)(neng)(neng)(neng)夠解(jie)決國(guo)(guo)防急需(xu)(xu)重(zhong)大(da)(da)問題的(de)卓(zhuo)(zhuo)越(yue)(yue)(yue)(yue)(yue)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)人(ren)(ren)才。重(zhong)慶(qing)大(da)(da)學(xue)(xue)服務國(guo)(guo)家重(zhong)大(da)(da)戰略(lve)(lve)(lve)需(xu)(xu)求與成渝雙城經濟(ji)圈(quan)建設，聚焦重(zhong)慶(qing)智(zhi)能(neng)(neng)(neng)(neng)網聯汽車和(he)機(ji)器人(ren)(ren)應用(yong)創(chuang)新產業(ye)，著(zhu)力(li)培(pei)養(yang)(yang)(yang)服務“智(zhi)能(neng)(neng)(neng)(neng)化+新能(neng)(neng)(neng)(neng)源”產業(ye)發展(zhan)的(de)卓(zhuo)(zhuo)越(yue)(yue)(yue)(yue)(yue)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)師(shi)(shi)人(ren)(ren)才。北京航(hang)空航(hang)天(tian)大(da)(da)學(xue)(xue)通過(guo)開(kai)展(zhan)卓(zhuo)(zhuo)越(yue)(yue)(yue)(yue)(yue)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)師(shi)(shi)能(neng)(neng)(neng)(neng)力(li)標(biao)(biao)(biao)準(zhun)研究，構建起(qi)包(bao)含(han)家國(guo)(guo)責任感、實踐創(chuang)新力(li)、戰略(lve)(lve)(lve)領軍力(li)和(he)協同(tong)(tong)整(zheng)合(he)力(li)四(si)個維度的(de)卓(zhuo)(zhuo)越(yue)(yue)(yue)(yue)(yue)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)師(shi)(shi)培(pei)養(yang)(yang)(yang)通用(yong)能(neng)(neng)(neng)(neng)力(li)標(biao)(biao)(biao)準(zhun)。

　　形成以項(xiang)(xiang)(xiang)目(mu)為牽引的校(xiao)(xiao)企(qi)(qi)(qi)協同(tong)培(pei)(pei)養機制。項(xiang)(xiang)(xiang)目(mu)課(ke)題(ti)是(shi)校(xiao)(xiao)企(qi)(qi)(qi)協同(tong)開(kai)(kai)展卓(zhuo)越(yue)工(gong)程(cheng)(cheng)師(shi)培(pei)(pei)養的重要(yao)紐帶，是(shi)工(gong)程(cheng)(cheng)碩博士培(pei)(pei)養模式改革(ge)的關(guan)(guan)(guan)鍵著(zhu)(zhu)力點。一年來，國家(jia)卓(zhuo)越(yue)工(gong)程(cheng)(cheng)師(shi)學院著(zhu)(zhu)力推動校(xiao)(xiao)企(qi)(qi)(qi)雙(shuang)向(xiang)(xiang)對接(jie)、精準匹配，構建(jian)(jian)企(qi)(qi)(qi)業(ye)(ye)出題(ti)、校(xiao)(xiao)企(qi)(qi)(qi)共同(tong)選(xuan)題(ti)、聯合攻關(guan)(guan)(guan)解(jie)題(ti)的工(gong)程(cheng)(cheng)人才(cai)(cai)培(pei)(pei)養機制。清華(hua)大(da)(da)學聚焦(jiao)國家(jia)需(xu)求，以解(jie)決產業(ye)(ye)關(guan)(guan)(guan)鍵問題(ti)為牽引，面向(xiang)(xiang)專(zhuan)項(xiang)(xiang)(xiang)試點企(qi)(qi)(qi)業(ye)(ye)征集科研攻關(guan)(guan)(guan)課(ke)題(ti)，圍繞攻關(guan)(guan)(guan)課(ke)題(ti)開(kai)(kai)展人才(cai)(cai)選(xuan)拔(ba)，探索建(jian)(jian)立了(le)“強(qiang)任務(wu)導向(xiang)(xiang)”招生選(xuan)拔(ba)模式。北京理工(gong)大(da)(da)學采用“三提前(qian)、三匹配、三優先、三調整、三交(jiao)叉(cha)”的招生選(xuan)拔(ba)“5—3模式”，通過征集真(zhen)實(shi)科研項(xiang)(xiang)(xiang)目(mu)、選(xuan)拔(ba)優秀(xiu)學生、加強(qiang)校(xiao)(xiao)企(qi)(qi)(qi)溝通，有效推動企(qi)(qi)(qi)業(ye)(ye)把(ba)培(pei)(pei)養環節前(qian)移，發揮項(xiang)(xiang)(xiang)目(mu)聯結作(zuo)用。哈爾濱(bin)工(gong)業(ye)(ye)大(da)(da)學在組建(jian)(jian)近百個跨學科“大(da)(da)師(shi)+團隊”校(xiao)(xiao)企(qi)(qi)(qi)協同(tong)聯合攻關(guan)(guan)(guan)課(ke)題(ti)組基礎上(shang)，搭建(jian)(jian)多元主(zhu)體架構的工(gong)程(cheng)(cheng)師(shi)技(ji)術中心和“專(zhuan)家(jia)+技(ji)術+項(xiang)(xiang)(xiang)目(mu)”融貫平(ping)臺，推動產教、科教項(xiang)(xiang)(xiang)目(mu)產業(ye)(ye)化(hua)落(luo)地，實(shi)現教育鏈(lian)、創新鏈(lian)、產業(ye)(ye)鏈(lian)、人才(cai)(cai)鏈(lian)緊(jin)密(mi)銜接(jie)。

　　建(jian)設(she)兼具深(shen)(shen)厚學(xue)(xue)(xue)術涵養(yang)(yang)和豐(feng)富實踐(jian)(jian)經驗的(de)(de)(de)(de)卓越(yue)(yue)(yue)導(dao)(dao)(dao)師(shi)(shi)團隊(dui)(dui)。高(gao)(gao)水平(ping)導(dao)(dao)(dao)師(shi)(shi)團隊(dui)(dui)是培養(yang)(yang)卓越(yue)(yue)(yue)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)的(de)(de)(de)(de)關鍵力量。教(jiao)(jiao)育部部長懷進(jin)鵬在(zai)卓越(yue)(yue)(yue)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)培養(yang)(yang)工(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)推進(jin)會(hui)上(shang)指(zhi)(zhi)出，要“發揮國家卓越(yue)(yue)(yue)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)學(xue)(xue)(xue)院(yuan)‘工(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)母機(ji)’作(zuo)(zuo)(zuo)(zuo)用和典型(xing)示(shi)范(fan)作(zuo)(zuo)(zuo)(zuo)用，加快培養(yang)(yang)卓越(yue)(yue)(yue)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)的(de)(de)(de)(de)教(jiao)(jiao)師(shi)(shi)隊(dui)(dui)伍”。調(diao)研(yan)數(shu)據顯示(shi)，截至2023年3月，10家高(gao)(gao)校(xiao)(xiao)(xiao)建(jian)設(she)的(de)(de)(de)(de)國家卓越(yue)(yue)(yue)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)學(xue)(xue)(xue)院(yuan)共(gong)聘請校(xiao)(xiao)(xiao)企(qi)導(dao)(dao)(dao)師(shi)(shi)7000余(yu)人(ren)(ren)(ren)，其中(zhong)校(xiao)(xiao)(xiao)內導(dao)(dao)(dao)師(shi)(shi)4300余(yu)人(ren)(ren)(ren)、企(qi)業(ye)(ye)(ye)(ye)導(dao)(dao)(dao)師(shi)(shi)2600余(yu)人(ren)(ren)(ren)，超過(guo)60%的(de)(de)(de)(de)企(qi)業(ye)(ye)(ye)(ye)導(dao)(dao)(dao)師(shi)(shi)具備高(gao)(gao)級職稱。校(xiao)(xiao)(xiao)企(qi)雙(shuang)方面(mian)向工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)實踐(jian)(jian)組(zu)(zu)(zu)建(jian)聯(lian)(lian)合(he)導(dao)(dao)(dao)師(shi)(shi)團隊(dui)(dui)，落實校(xiao)(xiao)(xiao)企(qi)“雙(shuang)導(dao)(dao)(dao)師(shi)(shi)”或“導(dao)(dao)(dao)師(shi)(shi)組(zu)(zu)(zu)”制，讓優秀(xiu)的(de)(de)(de)(de)教(jiao)(jiao)師(shi)(shi)教(jiao)(jiao)學(xue)(xue)(xue)生(sheng)(sheng)，卓越(yue)(yue)(yue)的(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)帶學(xue)(xue)(xue)生(sheng)(sheng)。清華大學(xue)(xue)(xue)通過(guo)組(zu)(zu)(zu)織(zhi)校(xiao)(xiao)(xiao)企(qi)導(dao)(dao)(dao)師(shi)(shi)雙(shuang)向培訓、與(yu)企(qi)業(ye)(ye)(ye)(ye)聯(lian)(lian)合(he)舉辦企(qi)業(ye)(ye)(ye)(ye)導(dao)(dao)(dao)師(shi)(shi)研(yan)修班等方式(shi)，深(shen)(shen)入交(jiao)流(liu)校(xiao)(xiao)(xiao)企(qi)導(dao)(dao)(dao)師(shi)(shi)合(he)作(zuo)(zuo)(zuo)(zuo)指(zhi)(zhi)導(dao)(dao)(dao)研(yan)究(jiu)生(sheng)(sheng)、高(gao)(gao)水平(ping)創新型(xing)人(ren)(ren)(ren)才培養(yang)(yang)、產(chan)學(xue)(xue)(xue)研(yan)用深(shen)(shen)度(du)融合(he)等問(wen)題(ti)，凝練專項(xiang)培養(yang)(yang)共(gong)識(shi)，提升導(dao)(dao)(dao)師(shi)(shi)育人(ren)(ren)(ren)能力。北京航(hang)空航(hang)天大學(xue)(xue)(xue)設(she)立“2+2導(dao)(dao)(dao)師(shi)(shi)組(zu)(zu)(zu)”，由(you)(you)1個(ge)校(xiao)(xiao)(xiao)內導(dao)(dao)(dao)師(shi)(shi)、1個(ge)校(xiao)(xiao)(xiao)內副(fu)導(dao)(dao)(dao)師(shi)(shi)與(yu)1個(ge)企(qi)業(ye)(ye)(ye)(ye)導(dao)(dao)(dao)師(shi)(shi)、1個(ge)企(qi)業(ye)(ye)(ye)(ye)副(fu)導(dao)(dao)(dao)師(shi)(shi)共(gong)同組(zu)(zu)(zu)建(jian)聯(lian)(lian)合(he)導(dao)(dao)(dao)師(shi)(shi)組(zu)(zu)(zu)。校(xiao)(xiao)(xiao)內導(dao)(dao)(dao)師(shi)(shi)任導(dao)(dao)(dao)師(shi)(shi)組(zu)(zu)(zu)組(zu)(zu)(zu)長，并(bing)作(zuo)(zuo)(zuo)(zuo)為學(xue)(xue)(xue)生(sheng)(sheng)培養(yang)(yang)的(de)(de)(de)(de)第一責(ze)任人(ren)(ren)(ren)，承擔思(si)想政治教(jiao)(jiao)育、指(zhi)(zhi)導(dao)(dao)(dao)學(xue)(xue)(xue)生(sheng)(sheng)課程(cheng)(cheng)(cheng)(cheng)學(xue)(xue)(xue)習、學(xue)(xue)(xue)術訓練以及畢(bi)業(ye)(ye)(ye)(ye)論文撰寫(xie)所(suo)涉(she)及的(de)(de)(de)(de)科學(xue)(xue)(xue)研(yan)究(jiu)內容(rong)。企(qi)業(ye)(ye)(ye)(ye)導(dao)(dao)(dao)師(shi)(shi)重(zhong)點負(fu)責(ze)指(zhi)(zhi)導(dao)(dao)(dao)研(yan)究(jiu)生(sheng)(sheng)的(de)(de)(de)(de)專業(ye)(ye)(ye)(ye)實踐(jian)(jian)、學(xue)(xue)(xue)位論文撰寫(xie)所(suo)涉(she)及的(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)實踐(jian)(jian)內容(rong)，與(yu)校(xiao)(xiao)(xiao)內導(dao)(dao)(dao)師(shi)(shi)緊密(mi)配(pei)合(he)。中(zhong)國船(chuan)舶集團有(you)限公司國家卓越(yue)(yue)(yue)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)學(xue)(xue)(xue)院(yuan)制定系列激勵措施，將(jiang)企(qi)業(ye)(ye)(ye)(ye)導(dao)(dao)(dao)師(shi)(shi)工(gong)(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)作(zuo)(zuo)(zuo)(zuo)為各類評優考核和評審推薦重(zhong)要依據，聯(lian)(lian)合(he)合(he)作(zuo)(zuo)(zuo)(zuo)高(gao)(gao)校(xiao)(xiao)(xiao)統一組(zu)(zu)(zu)織(zhi)開(kai)展專項(xiang)輪訓，調(diao)動(dong)企(qi)業(ye)(ye)(ye)(ye)導(dao)(dao)(dao)師(shi)(shi)參與(yu)人(ren)(ren)(ren)才培養(yang)(yang)積極性，形成了一支由(you)(you)200余(yu)名集團型(xing)號“兩總”、重(zhong)要項(xiang)目負(fu)責(ze)人(ren)(ren)(ren)和高(gao)(gao)級專家組(zu)(zu)(zu)成的(de)(de)(de)(de)企(qi)業(ye)(ye)(ye)(ye)導(dao)(dao)(dao)師(shi)(shi)隊(dui)(dui)伍。

　　創(chuang)建(jian)具備(bei)高(gao)階(jie)性(xing)、交(jiao)叉性(xing)、挑戰度的課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)體系。課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)教材(cai)是(shi)傳授(shou)系統理論知(zhi)(zhi)識(shi)、傳遞行業前沿技(ji)(ji)術(shu)、提(ti)(ti)高(gao)工程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)技(ji)(ji)術(shu)人(ren)才(cai)(cai)實(shi)踐(jian)(jian)能力(li)、提(ti)(ti)升創(chuang)新系統思維(wei)的重(zhong)要載體。今(jin)年4月，教育部學(xue)位管理與研(yan)究(jiu)生(sheng)教育司啟動工程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)碩博士(shi)核心課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)建(jian)設工作，強化校企協同(tong)(tong)建(jian)設，強化卓越(yue)工程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)師(shi)的學(xue)科交(jiao)叉、數理基礎、思維(wei)方(fang)法、實(shi)踐(jian)(jian)能力(li)和工程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)能力(li)培養(yang)(yang)。國(guo)家卓越(yue)工程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)師(shi)學(xue)院發揮學(xue)科領(ling)域(yu)專(zhuan)(zhuan)長，校企深度協同(tong)(tong)，共同(tong)(tong)研(yan)究(jiu)形(xing)成(cheng)220余(yu)門核心課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)清單，完成(cheng)首批20余(yu)門核心課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)建(jian)設。清華大(da)(da)學(xue)立足卓越(yue)工程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)師(shi)人(ren)才(cai)(cai)培養(yang)(yang)目(mu)標，分類(lei)制(zhi)定培養(yang)(yang)方(fang)案(an)(an)，形(xing)成(cheng)包括公共必修、專(zhuan)(zhuan)業課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)、專(zhuan)(zhuan)業實(shi)踐(jian)(jian)與學(xue)術(shu)指導(dao)、卓越(yue)工程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)師(shi)職(zhi)業素養(yang)(yang)等(deng)在內(nei)的模(mo)(mo)塊化課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)體系。北京航空航天大(da)(da)學(xue)依照領(ling)域(yu)技(ji)(ji)術(shu)發展需求—定義(yi)專(zhuan)(zhuan)用能力(li)要求—細(xi)化人(ren)才(cai)(cai)培養(yang)(yang)標準(zhun)—研(yan)制(zhi)培養(yang)(yang)方(fang)案(an)(an)—確(que)定培養(yang)(yang)過程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)的邏輯，以知(zhi)(zhi)識(shi)圖譜(pu)方(fang)式，建(jian)立模(mo)(mo)塊化、有重(zhong)點(dian)、分層次的課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)體系，由(you)學(xue)生(sheng)按需自主選擇模(mo)(mo)塊和課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)包，實(shi)現人(ren)才(cai)(cai)個(ge)性(xing)化成(cheng)長。浙江(jiang)大(da)(da)學(xue)創(chuang)建(jian)《高(gao)階(jie)工程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)認知(zhi)(zhi)與實(shi)踐(jian)(jian)》跨(kua)大(da)(da)類(lei)通識(shi)性(xing)實(shi)踐(jian)(jian)課(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)，為(wei)學(xue)生(sheng)提(ti)(ti)供(gong)包括工程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)設計、仿真、制(zhi)造、測試、分析、集(ji)成(cheng)、協同(tong)(tong)、應用等(deng)在內(nei)的全流程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)一(yi)站式高(gao)階(jie)工程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)技(ji)(ji)能和創(chuang)新研(yan)發實(shi)訓，培養(yang)(yang)學(xue)生(sheng)解決復雜工程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)問(wen)題(ti)的真本領(ling)。

　　落地落實(shi)“工(gong)(gong)(gong)(gong)(gong)(gong)學(xue)(xue)(xue)(xue)交替(ti)”的(de)培(pei)養(yang)(yang)模(mo)式。工(gong)(gong)(gong)(gong)(gong)(gong)學(xue)(xue)(xue)(xue)交替(ti)作(zuo)為工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)碩(shuo)博士(shi)培(pei)養(yang)(yang)模(mo)式改革的(de)核心環節，是將(jiang)高校(xiao)(xiao)(xiao)(xiao)知識(shi)育人和(he)(he)企(qi)(qi)(qi)(qi)業(ye)(ye)實(shi)踐(jian)育人優勢結合(he)(he)(he)(he)(he)的(de)關鍵(jian)(jian)途徑(jing)。首(shou)批國家卓(zhuo)越工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)師(shi)學(xue)(xue)(xue)(xue)院(yuan)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)碩(shuo)士(shi)研(yan)(yan)究生(sheng)經過(guo)一年校(xiao)(xiao)(xiao)(xiao)內課程(cheng)學(xue)(xue)(xue)(xue)習，已步(bu)入(ru)企(qi)(qi)(qi)(qi)業(ye)(ye)開展(zhan)專(zhuan)業(ye)(ye)實(shi)踐(jian)。國家卓(zhuo)越工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)師(shi)學(xue)(xue)(xue)(xue)院(yuan)依托在(zai)(zai)研(yan)(yan)校(xiao)(xiao)(xiao)(xiao)企(qi)(qi)(qi)(qi)合(he)(he)(he)(he)(he)作(zuo)項(xiang)(xiang)目(mu)、“揭榜掛帥”需(xu)求項(xiang)(xiang)目(mu)以及(ji)企(qi)(qi)(qi)(qi)業(ye)(ye)自研(yan)(yan)項(xiang)(xiang)目(mu)，協同企(qi)(qi)(qi)(qi)業(ye)(ye)提(ti)供專(zhuan)業(ye)(ye)實(shi)踐(jian)保障，以一人一策方(fang)式指導學(xue)(xue)(xue)(xue)生(sheng)制定(ding)專(zhuan)業(ye)(ye)實(shi)踐(jian)計劃(hua)，實(shi)行“工(gong)(gong)(gong)(gong)(gong)(gong)學(xue)(xue)(xue)(xue)交替(ti)”培(pei)養(yang)(yang)。清(qing)華(hua)大學(xue)(xue)(xue)(xue)發(fa)揮(hui)已有(you)科(ke)(ke)研(yan)(yan)合(he)(he)(he)(he)(he)作(zuo)資源優勢及(ji)科(ke)(ke)研(yan)(yan)項(xiang)(xiang)目(mu)關鍵(jian)(jian)抓手作(zuo)用，面向專(zhuan)項(xiang)(xiang)試點企(qi)(qi)(qi)(qi)業(ye)(ye)廣泛征集(ji)項(xiang)(xiang)目(mu)，組建包含400余(yu)個(ge)課題的(de)專(zhuan)項(xiang)(xiang)校(xiao)(xiao)(xiao)(xiao)企(qi)(qi)(qi)(qi)聯合(he)(he)(he)(he)(he)培(pei)養(yang)(yang)科(ke)(ke)研(yan)(yan)項(xiang)(xiang)目(mu)庫，為依據關鍵(jian)(jian)領域能力(li)需(xu)求進行項(xiang)(xiang)目(mu)匹配(pei)提(ti)供有(you)效支撐。中國兵器工(gong)(gong)(gong)(gong)(gong)(gong)業(ye)(ye)集(ji)團有(you)限(xian)公司國家卓(zhuo)越工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)師(shi)學(xue)(xue)(xue)(xue)院(yuan)采用“三段(duan)式、全鏈(lian)條”模(mo)式，即(ji)在(zai)(zai)高校(xiao)(xiao)(xiao)(xiao)學(xue)(xue)(xue)(xue)習階(jie)段(duan)提(ti)供預(yu)先實(shi)踐(jian)項(xiang)(xiang)目(mu)、在(zai)(zai)入(ru)企(qi)(qi)(qi)(qi)初(chu)期提(ti)供基礎實(shi)踐(jian)項(xiang)(xiang)目(mu)、在(zai)(zai)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)創新階(jie)段(duan)提(ti)供創新實(shi)踐(jian)項(xiang)(xiang)目(mu)，通過(guo)工(gong)(gong)(gong)(gong)(gong)(gong)學(xue)(xue)(xue)(xue)反復交叉迭(die)代(dai)打通“理論、科(ke)(ke)研(yan)(yan)、工(gong)(gong)(gong)(gong)(gong)(gong)藝、生(sheng)產”全鏈(lian)條，推(tui)進“產研(yan)(yan)”“學(xue)(xue)(xue)(xue)研(yan)(yan)”深度融合(he)(he)(he)(he)(he)，實(shi)現“企(qi)(qi)(qi)(qi)業(ye)(ye)出(chu)題+校(xiao)(xiao)(xiao)(xiao)企(qi)(qi)(qi)(qi)解題+學(xue)(xue)(xue)(xue)生(sheng)答(da)題”。北京航(hang)(hang)空航(hang)(hang)天大學(xue)(xue)(xue)(xue)采取“三下(xia)標(biao)”學(xue)(xue)(xue)(xue)籍分責、“一體(ti)化(hua)、多頻段(duan)”管(guan)理、劃(hua)片區“駐地巡檢”等(deng)舉措，明確(que)工(gong)(gong)(gong)(gong)(gong)(gong)學(xue)(xue)(xue)(xue)各階(jie)段(duan)校(xiao)(xiao)(xiao)(xiao)企(qi)(qi)(qi)(qi)雙(shuang)方(fang)責任，讓校(xiao)(xiao)(xiao)(xiao)企(qi)(qi)(qi)(qi)合(he)(he)(he)(he)(he)作(zuo)由(you)松耦合(he)(he)(he)(he)(he)向緊耦合(he)(he)(he)(he)(he)轉變，形成校(xiao)(xiao)(xiao)(xiao)企(qi)(qi)(qi)(qi)育人共同體(ti)，共同做好學(xue)(xue)(xue)(xue)生(sheng)工(gong)(gong)(gong)(gong)(gong)(gong)學(xue)(xue)(xue)(xue)階(jie)段(duan)的(de)管(guan)理服(fu)務和(he)(he)質量保障。

　　2、深化工學交融，引領工程范式改革，全鏈條、全要素提升卓越工程師培養質量

　　經過一年(nian)多的(de)探索(suo)和實(shi)踐，首批(pi)高校國(guo)家(jia)卓越(yue)工(gong)程師(shi)學(xue)院(yuan)在做實(shi)校企聯合、重構導(dao)師(shi)隊伍、再造(zao)培養(yang)(yang)要(yao)(yao)素等方面取得了顯著成效，但有機協同(tong)的(de)產學(xue)研合作是世界各國(guo)面臨的(de)共同(tong)難題，需要(yao)(yao)進一步強(qiang)化目標引領，加大(da)項目牽引，強(qiang)化培養(yang)(yang)要(yao)(yao)素，提高導(dao)師(shi)指導(dao)效能，增強(qiang)“工(gong)學(xue)交替”實(shi)效，全鏈(lian)條、全要(yao)(yao)素提升(sheng)卓越(yue)工(gong)程師(shi)自主(zhu)培養(yang)(yang)質量。

　　加強(qiang)目標(biao)引領(ling)，全鏈條、全要(yao)素(su)推進(jin)卓越工(gong)程(cheng)(cheng)師(shi)(shi)培(pei)(pei)養(yang)標(biao)準體(ti)系建(jian)設。聚焦(jiao)培(pei)(pei)養(yang)過程(cheng)(cheng)中(zhong)的關鍵(jian)環節、核(he)心(xin)(xin)要(yao)素(su)，研究形成突出家國情懷與(yu)(yu)職業(ye)素(su)養(yang)、工(gong)程(cheng)(cheng)知識與(yu)(yu)創新(xin)實踐(jian)能(neng)力、領(ling)導管理與(yu)(yu)持續改(gai)進(jin)能(neng)力、終身學習與(yu)(yu)全球勝任力的卓越工(gong)程(cheng)(cheng)師(shi)(shi)培(pei)(pei)養(yang)能(neng)力標(biao)準，建(jian)立核(he)心(xin)(xin)課程(cheng)(cheng)教材、校企(qi)導師(shi)(shi)團隊、招生(sheng)選拔、畢業(ye)和學位授予要(yao)求、工(gong)程(cheng)(cheng)實訓、工(gong)程(cheng)(cheng)師(shi)(shi)技術中(zhong)心(xin)(xin)、質量保(bao)證體(ti)系等國家卓越工(gong)程(cheng)(cheng)師(shi)(shi)學院(yuan)建(jian)設標(biao)準。緊(jin)密結合不同領(ling)域卓越工(gong)程(cheng)(cheng)師(shi)(shi)成長規律和工(gong)程(cheng)(cheng)實踐(jian)特色(se)，制定分領(ling)域卓越工(gong)程(cheng)(cheng)師(shi)(shi)培(pei)(pei)養(yang)標(biao)準體(ti)系。

　　優(you)(you)化(hua)溝通(tong)機制，“雙向奔赴”共同提升生(sheng)源質(zhi)量(liang)(liang)。優(you)(you)化(hua)校企(qi)在年度招生(sheng)工(gong)作(zuo)啟動前的(de)前置性溝通(tong)機制，更加(jia)充分(fen)(fen)溝通(tong)雙方(fang)導(dao)師(shi)信(xin)(xin)息、研(yan)究專長、在研(yan)項目(mu)(mu)、招生(sheng)需求(qiu)、相關(guan)聯的(de)基層單位(wei)(如(ru)企(qi)業(ye)集團下屬公司、學院系所等)，以及報考生(sheng)源的(de)基本信(xin)(xin)息，確保項目(mu)(mu)招生(sheng)規模和分(fen)(fen)布與(yu)企(qi)業(ye)需求(qiu)匹配、與(yu)教(jiao)學支撐條件匹配、與(yu)培(pei)養(yang)質(zhi)量(liang)(liang)目(mu)(mu)標匹配，吸(xi)納(na)與(yu)卓越工(gong)程師(shi)項目(mu)(mu)高度匹配的(de)、具有家國(guo)情懷和創新潛質(zhi)的(de)優(you)(you)質(zhi)生(sheng)源。

　　強(qiang)化(hua)項(xiang)目牽引，實現有(you)組織(zhi)科(ke)研和(he)有(you)組織(zhi)人才培養(yang)的(de)(de)深(shen)度融(rong)合。依(yi)托(tuo)政府和(he)培養(yang)單位雙向發(fa)力，進一步(bu)發(fa)揮(hui)項(xiang)目在產教融(rong)合中的(de)(de)聯結作(zuo)用。由國(guo)家相關部門協(xie)同征(zheng)集重(zhong)點(dian)企(qi)業(ye)技術難題(ti)(ti)，組織(zhi)專(zhuan)家深(shen)入(ru)論證，將技術難題(ti)(ti)轉為(wei)(wei)科(ke)學技術研究問題(ti)(ti)，以項(xiang)目指(zhi)南方式(shi)定期發(fa)布，并(bing)搭配項(xiang)目資源配對(dui)平臺，供校(xiao)企(qi)、校(xiao)內外(wai)導師雙向選(xuan)擇(ze)，制度上加深(shen)以項(xiang)目為(wei)(wei)紐帶的(de)(de)校(xiao)企(qi)聯合培養(yang)關系。由校(xiao)企(qi)協(xie)同構建(jian)以關鍵領(ling)域能力需求為(wei)(wei)核心的(de)(de)“企(qi)業(ye)出(chu)題(ti)(ti)—高(gao)校(xiao)組織(zhi)專(zhuan)家凝練形成(cheng)課題(ti)(ti)—高(gao)校(xiao)選(xuan)題(ti)(ti)接(jie)題(ti)(ti)—導生共同解題(ti)(ti)”項(xiang)目匹配流(liu)程，依(yi)托(tuo)高(gao)質(zhi)量項(xiang)目自由匹配，推進同題(ti)(ti)共答。

　　積(ji)聚(ju)校(xiao)(xiao)企共(gong)建(jian)合力，創新課(ke)(ke)程(cheng)體(ti)系的分(fen)類(lei)建(jian)設機制。在構建(jian)以(yi)卓越工(gong)程(cheng)師能(neng)力需(xu)求為基(ji)(ji)礎(chu)的知識圖譜(pu)體(ti)系基(ji)(ji)礎(chu)上(shang)，根(gen)據課(ke)(ke)程(cheng)類(lei)型(xing)，多主體(ti)分(fen)類(lei)完善(shan)適配(pei)卓越工(gong)程(cheng)師培養的高(gao)質量核心(xin)課(ke)(ke)程(cheng)教(jiao)材(cai)。聚(ju)焦能(neng)力標準需(xu)求，持續(xu)打(da)造(zao)系列(lie)核心(xin)課(ke)(ke)程(cheng)教(jiao)材(cai)；強調(diao)基(ji)(ji)礎(chu)理(li)論和(he)工(gong)程(cheng)特色，校(xiao)(xiao)企協(xie)同構建(jian)線(xian)上(shang)共(gong)享課(ke)(ke)程(cheng)，涵蓋(gai)思政(zheng)素養課(ke)(ke)、數理(li)基(ji)(ji)礎(chu)課(ke)(ke)和(he)工(gong)程(cheng)倫理(li)等專(zhuan)業(ye)大(da)類(lei)基(ji)(ji)礎(chu)課(ke)(ke)；突出(chu)解決問題的實踐技能(neng)，校(xiao)(xiao)企協(xie)同打(da)造(zao)一批以(yi)知識單元為主線(xian)、以(yi)校(xiao)(xiao)企聯合授課(ke)(ke)方式開展的“雙師講臺”型(xing)專(zhuan)業(ye)實踐課(ke)(ke)程(cheng)。

　　互通校(xiao)企(qi)(qi)師(shi)資，打造示范(fan)引領的(de)(de)行(xing)業(ye)(ye)國師(shi)團(tuan)隊。明(ming)確校(xiao)企(qi)(qi)導(dao)(dao)(dao)師(shi)分類(lei)遴選標準，校(xiao)內導(dao)(dao)(dao)師(shi)遴選更加注重(zhong)(zhong)師(shi)德師(shi)風、工(gong)程實(shi)踐經(jing)驗、學(xue)術水(shui)平、在研(yan)(yan)高學(xue)術價值(zhi)的(de)(de)校(xiao)企(qi)(qi)合作項目、企(qi)(qi)業(ye)(ye)經(jing)歷(li)等(deng)，企(qi)(qi)業(ye)(ye)導(dao)(dao)(dao)師(shi)遴選更加注重(zhong)(zhong)吸引首席科學(xue)家(jia)、總工(gong)程師(shi)等(deng)高水(shui)平工(gong)程技術專家(jia)加入(ru)(ru)。強化校(xiao)企(qi)(qi)導(dao)(dao)(dao)師(shi)交流協(xie)作，建(jian)立校(xiao)企(qi)(qi)導(dao)(dao)(dao)師(shi)學(xue)術實(shi)踐研(yan)(yan)討組會制度，暢(chang)通校(xiao)企(qi)(qi)培養(yang)信(xin)息渠道，組織(zhi)導(dao)(dao)(dao)師(shi)培訓交流，提升(sheng)校(xiao)企(qi)(qi)導(dao)(dao)(dao)師(shi)指(zhi)導(dao)(dao)(dao)能力，實(shi)現“工(gong)”“學(xue)”無(wu)縫銜接。加大對企(qi)(qi)業(ye)(ye)導(dao)(dao)(dao)師(shi)的(de)(de)政策支持力度，將(jiang)導(dao)(dao)(dao)師(shi)指(zhi)導(dao)(dao)(dao)研(yan)(yan)究(jiu)生情況(kuang)納(na)入(ru)(ru)工(gong)作量計算和考(kao)核(he)，作為職稱(cheng)評審、人(ren)才專項與選聘等(deng)的(de)(de)重(zhong)(zhong)要(yao)條件。

　　深化(hua)教(jiao)育(yu)評價改革，構建支撐(cheng)高水平實(shi)踐創新的制度(du)環境。建立符合工(gong)程碩博士特點(dian)的畢業及(ji)學位評定標準(zhun)，加(jia)強(qiang)工(gong)程碩博士學位論(lun)文(wen)標準(zhun)研究，對于以工(gong)程案(an)例、產品研發、項目設計(ji)等為主(zhu)要形式的論(lun)文(wen)，評價標準(zhun)更加(jia)強(qiang)調實(shi)踐創新性，凸顯解決(jue)工(gong)程實(shi)際問題的效用。吸(xi)納(na)一批具有(you)扎實(shi)學術功底和豐(feng)富實(shi)踐經驗的企業專家(jia)承擔工(gong)程碩博士論(lun)文(wen)指導(dao)、評閱和答辯評議等工(gong)作，探索形成(cheng)更體現(xian)卓越工(gong)程師培養特點(dian)的學位論(lun)文(wen)評價模(mo)式。

　　作(zuo)者：教育部學位與研(yan)究生(sheng)教育發(fa)展(zhan)中心專(zhuan)題調(diao)研(yan)組

　　《光明日報》(2023年10月(yue)10日 14版)