導語：卓越土木工程師實踐教學體系研究一文來源于(yu)網友上傳，不代表本站觀(guan)點，若(ruo)需要原(yuan)創文章可咨詢客(ke)服老師，歡(huan)迎參考。

【摘要】卓越工程師教育培養計劃是貫徹《國家中長期教育改革和發展規劃綱要（2010—2020年）》《國家中長期人才發展規劃綱要（2010—2020年）》的重大改革項目，有助于推動我國從工程教育大國朝著工程教育強國的方向發展。本文探討了卓越土木工程師實踐教學體系改(gai)革(ge)的(de)(de)思(si)路，分析了卓(zhuo)越土木工(gong)程師實踐教學體系的(de)(de)構(gou)建要點(dian)，以(yi)實現人才培養的(de)(de)目標。

【關鍵詞】卓(zhuo)越土木工程(cheng)師(shi)；實踐教(jiao)學體系；改革；構建要點(dian)

基于(yu)建設創新型國家、建設人才強國等重(zhong)大戰略部署的需求，我國于(yu)2010年出臺了“卓(zhuo)(zhuo)越工程師(shi)教育培(pei)養計劃”（以下簡(jian)稱(cheng)“卓(zhuo)(zhuo)越計劃”），其目標(biao)為(wei)培(pei)養一批具有創新意識、實踐能力(li)的高(gao)質量(liang)工程技術(shu)人才，為(wei)現代(dai)社(she)會經濟發展提供有力(li)支(zhi)撐[1]。基于(yu)此，如何構建卓(zhuo)(zhuo)越土木工程師(shi)實踐教學體系(xi)也成(cheng)為(wei)學術(shu)界(jie)(jie)、工程界(jie)(jie)探討(tao)的熱點(dian)問(wen)題，本文即(ji)圍(wei)繞此展開(kai)分析。

一、卓越計劃概述

改革開放以來，我國工程教育培養了大批工程技術人才，為我國社會經濟、民族事業的發展提供了強有力的支撐。經由幾代工程教育工作者的努力，我國工程教育逐漸形成較為適應我國發展的培養體系，且培養規模位居世界首位，為工程界、產業界輸送了大量人才。然而，隨著社會的不斷發展，工程教育職能也發生了轉變，從僅傳授知識，開始朝著增強學生獲取知識與創造知識的能力方向轉變。在創新型國家建設背景下，高校須盡快培養出一支具有開闊視野、創造思維以及創新能力的人才隊伍。基于這一背景，我國工程教育改革隨之開始，并提出了卓越計劃。2010年，教育部召開卓越計劃啟動大會，聯合相關部門與行業協會，共同實施卓越計劃。此次會議有69所高校與多家企業共同參與[2]。會議指出，卓越計劃的實施，旨在培養一批卓越的工程師后備人才，為我國創新型國家建設以及現代化社會建設提供可靠保障。卓越計劃的特點可歸納為以下幾點：是工程教育改革的突破口，但不是唯一方案；是工程界與教育界共同參與的教育改革；具有通用培養標準，但是各專業培養模式沒有具體形式，具有開放性特征；重視對學生創造性與綜合能力的培養。土木工程是一門實踐性很強的學科，在卓越土木工程師培養中應將實踐教學體系構建放在重要地位，而這正是本文研究的重點所在。

二、卓越土木工程師實踐教學體系改革思路

（一）實踐(jian)教學(xue)改革目(mu)標

卓越土(tu)木工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)師實(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)教學(xue)(xue)(xue)目標為(wei)培養(yang)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)的工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)能(neng)力(li)、創(chuang)新能(neng)力(li)。具體(ti)實(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)教學(xue)(xue)(xue)目標體(ti)系如下：基礎理論(lun)(lun)：在(zai)(zai)實(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)中(zhong)拓寬學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)的眼界(jie)與(yu)思(si)維，增強(qiang)(qiang)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)對土(tu)木工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)理論(lun)(lun)知(zhi)識的掌握，并能(neng)夠在(zai)(zai)實(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)中(zhong)加以應用、拓展與(yu)創(chuang)新；專業技能(neng)：培養(yang)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)具備(bei)從事土(tu)木工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)設計、建設以及管理維護等(deng)方面工(gong)作的專業技術能(neng)力(li)；工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)實(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)能(neng)力(li)：結合社會(hui)需求、實(shi)(shi)(shi)(shi)際工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)背景，以工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)技術為(wei)主線(xian)，培養(yang)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)的工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)意識、職業素(su)養(yang)、實(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)能(neng)力(li)；探索創(chuang)新能(neng)力(li)：加強(qiang)(qiang)對工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)實(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)活動(dong)的重(zhong)視(shi)，借助(zhu)實(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)培養(yang)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)(sheng)(sheng)的堅持(chi)、刻(ke)苦(ku)以及挑戰精神，為(wei)工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)界(jie)輸送具有(you)創(chuang)新精神的高(gao)素(su)質人才。

（二）實踐教學改革內(nei)容

卓(zhuo)越土(tu)木(mu)工程師(shi)實(shi)(shi)(shi)踐教(jiao)(jiao)學(xue)(xue)(xue)改(gai)革(ge)(ge)工作的(de)(de)實(shi)(shi)(shi)施，是對該學(xue)(xue)(xue)科實(shi)(shi)(shi)踐教(jiao)(jiao)學(xue)(xue)(xue)目標的(de)(de)具體(ti)化。實(shi)(shi)(shi)踐教(jiao)(jiao)學(xue)(xue)(xue)主要包(bao)括實(shi)(shi)(shi)驗、實(shi)(shi)(shi)習(xi)(xi)、實(shi)(shi)(shi)訓、課(ke)程設計、畢業設計、社會實(shi)(shi)(shi)踐等(deng)環(huan)節(jie)(jie)，教(jiao)(jiao)師(shi)需(xu)要根據實(shi)(shi)(shi)踐教(jiao)(jiao)學(xue)(xue)(xue)目標，科學(xue)(xue)(xue)安(an)排實(shi)(shi)(shi)踐教(jiao)(jiao)學(xue)(xue)(xue)內(nei)容(rong)，構建多(duo)層次（基(ji)(ji)礎(chu)—綜合—研究—創(chuang)新）的(de)(de)實(shi)(shi)(shi)踐教(jiao)(jiao)學(xue)(xue)(xue)體(ti)系(xi)(xi)。卓(zhuo)越土(tu)木(mu)工程師(shi)實(shi)(shi)(shi)踐教(jiao)(jiao)學(xue)(xue)(xue)體(ti)系(xi)(xi)改(gai)革(ge)(ge)主要分為(wei)校(xiao)內(nei)與(yu)校(xiao)外兩大部分。校(xiao)內(nei)部分的(de)(de)改(gai)革(ge)(ge)內(nei)容(rong)包(bao)括：建設校(xiao)內(nei)基(ji)(ji)地(di)、增設特色課(ke)程、調整實(shi)(shi)(shi)踐環(huan)節(jie)(jie)及時間、鼓勵(li)學(xue)(xue)(xue)生參與(yu)各項科研創(chuang)新活動等(deng)。校(xiao)外部分的(de)(de)改(gai)革(ge)(ge)內(nei)容(rong)包(bao)括：采取多(duo)企(qi)(qi)(qi)業合作模式(shi)，打造校(xiao)外實(shi)(shi)(shi)踐、實(shi)(shi)(shi)習(xi)(xi)基(ji)(ji)地(di)，完(wan)善企(qi)(qi)(qi)業培養體(ti)系(xi)(xi)等(deng)，還(huan)可聘請企(qi)(qi)(qi)業高級技術與(yu)管理(li)人才擔任(ren)(ren)任(ren)(ren)課(ke)教(jiao)(jiao)師(shi)，建立穩定的(de)(de)校(xiao)企(qi)(qi)(qi)聯(lian)合開發課(ke)程的(de)(de)教(jiao)(jiao)師(shi)隊(dui)伍。

三、卓越土木工程師實踐教學體系構建要點

（一）校(xiao)內實踐教學體(ti)系

1.建(jian)(jian)設(she)(she)校(xiao)(xiao)(xiao)內(nei)基(ji)地(di)(di)在(zai)(zai)卓(zhuo)(zhuo)越(yue)土(tu)(tu)(tu)(tu)木(mu)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)師(shi)(shi)(shi)實(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)(jian)教學(xue)(xue)(xue)(xue)(xue)體(ti)系(xi)(xi)改(gai)(gai)革(ge)背景下(xia)，高校(xiao)(xiao)(xiao)應(ying)(ying)(ying)建(jian)(jian)設(she)(she)開(kai)放的(de)(de)實(shi)(shi)(shi)(shi)(shi)驗(yan)、實(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)(jian)基(ji)地(di)(di)，為卓(zhuo)(zhuo)越(yue)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)師(shi)(shi)(shi)培(pei)養創(chuang)(chuang)設(she)(she)良好(hao)的(de)(de)學(xue)(xue)(xue)(xue)(xue)習環(huan)境(jing)。校(xiao)(xiao)(xiao)內(nei)基(ji)地(di)(di)建(jian)(jian)設(she)(she)包括三個方(fang)(fang)面(mian)(mian)(mian)的(de)(de)內(nei)容。一是(shi)(shi)(shi)硬件(jian)建(jian)(jian)設(she)(she)，包括學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)基(ji)礎試驗(yan)平(ping)臺、專業(ye)(ye)(ye)共享實(shi)(shi)(shi)(shi)(shi)驗(yan)平(ping)臺以(yi)(yi)及工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)實(shi)(shi)(shi)(shi)(shi)訓平(ping)臺。校(xiao)(xiao)(xiao)方(fang)(fang)須加(jia)(jia)大(da)對基(ji)礎實(shi)(shi)(shi)(shi)(shi)驗(yan)設(she)(she)備的(de)(de)投(tou)入(ru)力(li)度(du)，做好(hao)優化配(pei)置與調整布(bu)局工(gong)(gong)(gong)(gong)(gong)作(zuo)，深度(du)整合相(xiang)關科(ke)(ke)(ke)研(yan)(yan)資(zi)源，提(ti)高實(shi)(shi)(shi)(shi)(shi)驗(yan)設(she)(she)備水平(ping)。二(er)是(shi)(shi)(shi)軟(ruan)件(jian)建(jian)(jian)設(she)(she)，主要完善卓(zhuo)(zhuo)越(yue)土(tu)(tu)(tu)(tu)木(mu)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)師(shi)(shi)(shi)基(ji)地(di)(di)網站(zhan)建(jian)(jian)設(she)(she)工(gong)(gong)(gong)(gong)(gong)作(zuo)，以(yi)(yi)方(fang)(fang)便教師(shi)(shi)(shi)發布(bu)信(xin)息(xi)(xi)、上(shang)傳資(zi)料，學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)下(xia)載資(zi)料、課(ke)(ke)件(jian)等，并實(shi)(shi)(shi)(shi)(shi)現網上(shang)交流、答疑(yi)。此外，基(ji)地(di)(di)信(xin)息(xi)(xi)化管理(li)也(ye)有利(li)于實(shi)(shi)(shi)(shi)(shi)現兄弟院校(xiao)(xiao)(xiao)的(de)(de)資(zi)源共享。三是(shi)(shi)(shi)制度(du)建(jian)(jian)設(she)(she)方(fang)(fang)面(mian)(mian)(mian)，學(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)應(ying)(ying)(ying)科(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)打造穩定(ding)的(de)(de)指導(dao)教師(shi)(shi)(shi)隊伍，根據教師(shi)(shi)(shi)的(de)(de)年齡、職(zhi)稱(cheng)等科(ke)(ke)(ke)學(xue)(xue)(xue)(xue)(xue)配(pei)置隊伍結構(gou)(gou)；完善基(ji)地(di)(di)的(de)(de)管理(li)制度(du)，健全實(shi)(shi)(shi)(shi)(shi)驗(yan)室安全使用(yong)登(deng)記制度(du)、儀器(qi)設(she)(she)備使用(yong)登(deng)記制度(du)等，保障(zhang)基(ji)地(di)(di)的(de)(de)正常使用(yong)與運行。2.打造特色課(ke)(ke)程(cheng)(cheng)為提(ti)高學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)實(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)(jian)、創(chuang)(chuang)新(xin)能力(li)，拓(tuo)寬學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)視(shi)野，在(zai)(zai)卓(zhuo)(zhuo)越(yue)土(tu)(tu)(tu)(tu)木(mu)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)師(shi)(shi)(shi)實(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)(jian)教學(xue)(xue)(xue)(xue)(xue)體(ti)系(xi)(xi)改(gai)(gai)革(ge)中(zhong)應(ying)(ying)(ying)增(zeng)(zeng)設(she)(she)特色課(ke)(ke)程(cheng)(cheng)，如(ru)土(tu)(tu)(tu)(tu)木(mu)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)材(cai)料設(she)(she)計性(xing)(xing)試驗(yan)、結構(gou)(gou)模型概念與試驗(yan)、土(tu)(tu)(tu)(tu)木(mu)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)產業(ye)(ye)(ye)模式(shi)與創(chuang)(chuang)業(ye)(ye)(ye)課(ke)(ke)程(cheng)(cheng)等。這些(xie)課(ke)(ke)程(cheng)(cheng)是(shi)(shi)(shi)在(zai)(zai)參考國內(nei)外高校(xiao)(xiao)(xiao)本科(ke)(ke)(ke)培(pei)養方(fang)(fang)案(an)的(de)(de)基(ji)礎上(shang)打造的(de)(de)，能夠(gou)在(zai)(zai)增(zeng)(zeng)強學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)實(shi)(shi)(shi)(shi)(shi)際(ji)動(dong)手(shou)能力(li)、創(chuang)(chuang)新(xin)能力(li)方(fang)(fang)面(mian)(mian)(mian)起到積(ji)極作(zuo)用(yong)。3.改(gai)(gai)革(ge)實(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)(jian)課(ke)(ke)程(cheng)(cheng)內(nei)容在(zai)(zai)卓(zhuo)(zhuo)越(yue)土(tu)(tu)(tu)(tu)木(mu)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)師(shi)(shi)(shi)實(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)(jian)教學(xue)(xue)(xue)(xue)(xue)體(ti)系(xi)(xi)構(gou)(gou)建(jian)(jian)中(zhong)，改(gai)(gai)革(ge)實(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)(jian)課(ke)(ke)程(cheng)(cheng)內(nei)容十分(fen)關鍵。對此，高校(xiao)(xiao)(xiao)應(ying)(ying)(ying)與企業(ye)(ye)(ye)共同研(yan)(yan)討土(tu)(tu)(tu)(tu)木(mu)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)專業(ye)(ye)(ye)人才培(pei)養模式(shi)，根據行業(ye)(ye)(ye)標準(zhun)界定(ding)核(he)心能力(li)、修訂課(ke)(ke)程(cheng)(cheng)內(nei)容；適當(dang)增(zeng)(zeng)加(jia)(jia)實(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)(jian)教學(xue)(xue)(xue)(xue)(xue)的(de)(de)學(xue)(xue)(xue)(xue)(xue)時、學(xue)(xue)(xue)(xue)(xue)分(fen)，其(qi)占比可設(she)(she)置為總學(xue)(xue)(xue)(xue)(xue)分(fen)的(de)(de)25%～30%；增(zeng)(zeng)加(jia)(jia)綜合性(xing)(xing)、設(she)(she)計性(xing)(xing)、創(chuang)(chuang)新(xin)性(xing)(xing)實(shi)(shi)(shi)(shi)(shi)驗(yan)，并引入(ru)一些(xie)具(ju)有實(shi)(shi)(shi)(shi)(shi)際(ji)應(ying)(ying)(ying)用(yong)背景的(de)(de)項(xiang)目。4．科(ke)(ke)(ke)研(yan)(yan)創(chuang)(chuang)新(xin)實(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)(jian)活(huo)(huo)動(dong)在(zai)(zai)卓(zhuo)(zhuo)越(yue)土(tu)(tu)(tu)(tu)木(mu)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)師(shi)(shi)(shi)培(pei)養中(zhong)，校(xiao)(xiao)(xiao)方(fang)(fang)應(ying)(ying)(ying)積(ji)極鼓(gu)(gu)勵(li)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)參與各項(xiang)科(ke)(ke)(ke)研(yan)(yan)創(chuang)(chuang)新(xin)實(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)(jian)活(huo)(huo)動(dong)，具(ju)體(ti)改(gai)(gai)革(ge)要點如(ru)下(xia)：①校(xiao)(xiao)(xiao)方(fang)(fang)、院方(fang)(fang)應(ying)(ying)(ying)加(jia)(jia)大(da)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)科(ke)(ke)(ke)研(yan)(yan)方(fang)(fang)面(mian)(mian)(mian)的(de)(de)經(jing)費投(tou)入(ru)，設(she)(she)立校(xiao)(xiao)(xiao)級(ji)、院級(ji)科(ke)(ke)(ke)研(yan)(yan)項(xiang)目，配(pei)備導(dao)師(shi)(shi)(shi)指導(dao)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)實(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)(jian)團(tuan)隊，實(shi)(shi)(shi)(shi)(shi)現個性(xing)(xing)化人才培(pei)養；②鼓(gu)(gu)勵(li)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)參加(jia)(jia)各級(ji)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)競賽活(huo)(huo)動(dong)、職(zhi)業(ye)(ye)(ye)技(ji)能考試，促進(jin)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)理(li)論(lun)知識(shi)的(de)(de)融會貫通，增(zeng)(zeng)強其(qi)問題解決能力(li)以(yi)(yi)及團(tuan)隊協(xie)作(zuo)能力(li)；③鼓(gu)(gu)勵(li)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)發表(biao)論(lun)文、申請專利(li)，激發學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)學(xue)(xue)(xue)(xue)(xue)習興趣、潛能；④增(zeng)(zeng)設(she)(she)研(yan)(yan)究(jiu)創(chuang)(chuang)新(xin)學(xue)(xue)(xue)(xue)(xue)分(fen)，推動(dong)科(ke)(ke)(ke)技(ji)創(chuang)(chuang)新(xin)活(huo)(huo)動(dong)課(ke)(ke)程(cheng)(cheng)化，鼓(gu)(gu)勵(li)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)(sheng)參加(jia)(jia)講座、競賽、科(ke)(ke)(ke)研(yan)(yan)以(yi)(yi)及實(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)(jian)(jian)(jian)項(xiang)目等。

（二）校外實踐(jian)教學(xue)體系

1.建(jian)(jian)(jian)設(she)(she)校(xiao)(xiao)(xiao)外基地(di)(di)(di)(di)在卓(zhuo)越(yue)土(tu)木工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)(shi)(shi)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)教(jiao)(jiao)學(xue)(xue)(xue)體(ti)(ti)(ti)系(xi)(xi)中(zhong)(zhong)，社會實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)對于(yu)卓(zhuo)越(yue)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)(shi)(shi)的(de)(de)(de)培(pei)(pei)養具(ju)有重(zhong)要(yao)意義(yi)。校(xiao)(xiao)(xiao)方(fang)(fang)(fang)(fang)應(ying)與(yu)(yu)(yu)(yu)企(qi)業(ye)(ye)(ye)(ye)(ye)(ye)聯合(he)(he)(he)建(jian)(jian)(jian)立(li)校(xiao)(xiao)(xiao)外卓(zhuo)越(yue)計(ji)劃(hua)(hua)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)教(jiao)(jiao)學(xue)(xue)(xue)和實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習基地(di)(di)(di)(di)，針(zhen)對各(ge)年級(ji)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)采取不同的(de)(de)(de)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)教(jiao)(jiao)學(xue)(xue)(xue)方(fang)(fang)(fang)(fang)法(fa)：①1～2年級(ji)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)以工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)體(ti)(ti)(ti)驗(yan)(yan)為(wei)主，除參加特色(se)課(ke)程(cheng)(cheng)(cheng)(cheng)、實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)外，增設(she)(she)暑假(jia)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)，主要(yao)是(shi)在校(xiao)(xiao)(xiao)外聯合(he)(he)(he)培(pei)(pei)養基地(di)(di)(di)(di)進行跟班(ban)(ban)體(ti)(ti)(ti)驗(yan)(yan)或參觀學(xue)(xue)(xue)習[3]；②3～4年級(ji)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)通(tong)過生(sheng)(sheng)(sheng)產(chan)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習、畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習、畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)計(ji)等(deng)方(fang)(fang)(fang)(fang)式深入企(qi)業(ye)(ye)(ye)(ye)(ye)(ye)，由校(xiao)(xiao)(xiao)企(qi)雙(shuang)(shuang)方(fang)(fang)(fang)(fang)共同指導學(xue)(xue)(xue)生(sheng)(sheng)(sheng)完(wan)成各(ge)項實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習工(gong)(gong)(gong)(gong)作(zuo)(zuo)。具(ju)體(ti)(ti)(ti)內(nei)(nei)容見表1。2.校(xiao)(xiao)(xiao)企(qi)合(he)(he)(he)作(zuo)(zuo)培(pei)(pei)養體(ti)(ti)(ti)系(xi)(xi)在校(xiao)(xiao)(xiao)企(qi)合(he)(he)(he)作(zuo)(zuo)背(bei)景下(xia)，應(ying)全(quan)面構(gou)建(jian)(jian)(jian)卓(zhuo)越(yue)計(ji)劃(hua)(hua)企(qi)業(ye)(ye)(ye)(ye)(ye)(ye)培(pei)(pei)養體(ti)(ti)(ti)系(xi)(xi)，具(ju)體(ti)(ti)(ti)包括(kuo)：①完(wan)善校(xiao)(xiao)(xiao)企(qi)合(he)(he)(he)作(zuo)(zuo)培(pei)(pei)養實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)課(ke)程(cheng)(cheng)(cheng)(cheng)。此類(lei)課(ke)程(cheng)(cheng)(cheng)(cheng)必(bi)須(xu)科學(xue)(xue)(xue)制定(ding)課(ke)程(cheng)(cheng)(cheng)(cheng)教(jiao)(jiao)學(xue)(xue)(xue)大綱，規范(fan)考(kao)核方(fang)(fang)(fang)(fang)式與(yu)(yu)(yu)(yu)評分(fen)標準，并與(yu)(yu)(yu)(yu)企(qi)業(ye)(ye)(ye)(ye)(ye)(ye)反復(fu)溝通(tong)，劃(hua)(hua)定(ding)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)學(xue)(xue)(xue)習內(nei)(nei)容、所(suo)涉環境(jing)在校(xiao)(xiao)(xiao)內(nei)(nei)與(yu)(yu)(yu)(yu)企(qi)業(ye)(ye)(ye)(ye)(ye)(ye)的(de)(de)(de)比例。②打造(zao)穩(wen)定(ding)的(de)(de)(de)校(xiao)(xiao)(xiao)企(qi)聯合(he)(he)(he)開(kai)發課(ke)程(cheng)(cheng)(cheng)(cheng)的(de)(de)(de)教(jiao)(jiao)師(shi)(shi)(shi)(shi)隊(dui)伍(wu)，實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)行“雙(shuang)(shuang)導師(shi)(shi)(shi)(shi)”制，明確(que)學(xue)(xue)(xue)校(xiao)(xiao)(xiao)導師(shi)(shi)(shi)(shi)、企(qi)業(ye)(ye)(ye)(ye)(ye)(ye)導師(shi)(shi)(shi)(shi)的(de)(de)(de)權(quan)、責(ze)、利。3.落(luo)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)校(xiao)(xiao)(xiao)外實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)環節在卓(zhuo)越(yue)土(tu)木工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)(shi)(shi)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)教(jiao)(jiao)學(xue)(xue)(xue)體(ti)(ti)(ti)系(xi)(xi)中(zhong)(zhong)，校(xiao)(xiao)(xiao)外基地(di)(di)(di)(di)為(wei)校(xiao)(xiao)(xiao)外實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)活(huo)動的(de)(de)(de)開(kai)展提(ti)(ti)供了良好(hao)的(de)(de)(de)學(xue)(xue)(xue)習環境(jing)。具(ju)體(ti)(ti)(ti)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)環節的(de)(de)(de)落(luo)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)方(fang)(fang)(fang)(fang)式如下(xia)：①社會實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)：為(wei)方(fang)(fang)(fang)(fang)便管(guan)理與(yu)(yu)(yu)(yu)分(fen)部(bu)門(men)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習，將(jiang)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)按(an)3～5人一(yi)(yi)(yi)(yi)組分(fen)組，采用(yong)“講座+采訪(fang)+跟班(ban)(ban)體(ti)(ti)(ti)驗(yan)(yan)”的(de)(de)(de)方(fang)(fang)(fang)(fang)式進行實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)，一(yi)(yi)(yi)(yi)般(ban)為(wei)期一(yi)(yi)(yi)(yi)周(zhou)(zhou)。②工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)體(ti)(ti)(ti)驗(yan)(yan)：以“參觀工(gong)(gong)(gong)(gong)地(di)(di)(di)(di)和示(shi)范(fan)項目(mu)(mu)+企(qi)業(ye)(ye)(ye)(ye)(ye)(ye)跟班(ban)(ban)體(ti)(ti)(ti)驗(yan)(yan)”的(de)(de)(de)方(fang)(fang)(fang)(fang)式為(wei)主，一(yi)(yi)(yi)(yi)般(ban)為(wei)期一(yi)(yi)(yi)(yi)周(zhou)(zhou)，內(nei)(nei)容包括(kuo)土(tu)木工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)各(ge)個領域的(de)(de)(de)設(she)(she)計(ji)、施工(gong)(gong)(gong)(gong)以及(ji)管(guan)理工(gong)(gong)(gong)(gong)作(zuo)(zuo)，目(mu)(mu)的(de)(de)(de)是(shi)開(kai)闊(kuo)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)視野。③生(sheng)(sheng)(sheng)產(chan)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習：將(jiang)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)按(an)3～6人一(yi)(yi)(yi)(yi)組分(fen)組，由學(xue)(xue)(xue)校(xiao)(xiao)(xiao)聯系(xi)(xi)一(yi)(yi)(yi)(yi)些在建(jian)(jian)(jian)的(de)(de)(de)大型、重(zhong)要(yao)建(jian)(jian)(jian)筑工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)，深入工(gong)(gong)(gong)(gong)地(di)(di)(di)(di)現場工(gong)(gong)(gong)(gong)作(zuo)(zuo)，一(yi)(yi)(yi)(yi)般(ban)為(wei)期5周(zhou)(zhou)。工(gong)(gong)(gong)(gong)地(di)(di)(di)(di)現場由企(qi)業(ye)(ye)(ye)(ye)(ye)(ye)導師(shi)(shi)(shi)(shi)負責(ze)，學(xue)(xue)(xue)校(xiao)(xiao)(xiao)導師(shi)(shi)(shi)(shi)負責(ze)總體(ti)(ti)(ti)任務部(bu)署與(yu)(yu)(yu)(yu)教(jiao)(jiao)學(xue)(xue)(xue)安排[4]。學(xue)(xue)(xue)生(sheng)(sheng)(sheng)需要(yao)提(ti)(ti)交實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習日(ri)記、實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)習報告、專題作(zuo)(zuo)業(ye)(ye)(ye)(ye)(ye)(ye)，導師(shi)(shi)(shi)(shi)從學(xue)(xue)(xue)生(sheng)(sheng)(sheng)日(ri)常表現、提(ti)(ti)交的(de)(de)(de)報告以及(ji)企(qi)業(ye)(ye)(ye)(ye)(ye)(ye)導師(shi)(shi)(shi)(shi)評語、答(da)辯成績(ji)等(deng)多方(fang)(fang)(fang)(fang)面對學(xue)(xue)(xue)生(sheng)(sheng)(sheng)進行綜合(he)(he)(he)考(kao)核。④畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)計(ji)：畢(bi)(bi)業(ye)(ye)(ye)(ye)(ye)(ye)設(she)(she)計(ji)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)行“雙(shuang)(shuang)導師(shi)(shi)(shi)(shi)”制，學(xue)(xue)(xue)生(sheng)(sheng)(sheng)需要(yao)每周(zhou)(zhou)與(yu)(yu)(yu)(yu)校(xiao)(xiao)(xiao)外指導老師(shi)(shi)(shi)(shi)進行溝通(tong)，目(mu)(mu)標是(shi)增強(qiang)自身團隊(dui)合(he)(he)(he)作(zuo)(zuo)及(ji)解(jie)決專業(ye)(ye)(ye)(ye)(ye)(ye)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)際問題的(de)(de)(de)能(neng)力(li)(li)，一(yi)(yi)(yi)(yi)般(ban)為(wei)期15周(zhou)(zhou)。五、結語卓(zhuo)越(yue)計(ji)劃(hua)(hua)的(de)(de)(de)提(ti)(ti)出(chu)，旨在要(yao)求高校(xiao)(xiao)(xiao)教(jiao)(jiao)育(yu)(yu)深入理解(jie)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)教(jiao)(jiao)育(yu)(yu)服務國(guo)家發展戰略(lve)的(de)(de)(de)要(yao)義(yi)，加強(qiang)與(yu)(yu)(yu)(yu)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)界合(he)(he)(he)作(zuo)(zuo)，重(zhong)視學(xue)(xue)(xue)生(sheng)(sheng)(sheng)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)踐(jian)(jian)能(neng)力(li)(li)、創(chuang)新能(neng)力(li)(li)與(yu)(yu)(yu)(yu)國(guo)際競爭力(li)(li)的(de)(de)(de)培(pei)(pei)養。卓(zhuo)越(yue)計(ji)劃(hua)(hua)歸根(gen)結底是(shi)一(yi)(yi)(yi)(yi)項教(jiao)(jiao)育(yu)(yu)教(jiao)(jiao)學(xue)(xue)(xue)改(gai)革工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)，因此必(bi)須(xu)建(jian)(jian)(jian)立(li)與(yu)(yu)(yu)(yu)其相(xiang)適(shi)應(ying)的(de)(de)(de)培(pei)(pei)養體(ti)(ti)(ti)系(xi)(xi)，并將(jiang)其落(luo)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)到具(ju)體(ti)(ti)(ti)課(ke)程(cheng)(cheng)(cheng)(cheng)建(jian)(jian)(jian)設(she)(she)與(yu)(yu)(yu)(yu)教(jiao)(jiao)學(xue)(xue)(xue)活(huo)動上(shang)，基于(yu)良好(hao)的(de)(de)(de)教(jiao)(jiao)學(xue)(xue)(xue)效(xiao)果促進卓(zhuo)越(yue)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)(shi)(shi)人才培(pei)(pei)養目(mu)(mu)標的(de)(de)(de)實(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)(shi)現。

作(zuo)者：魯(lu)乃唯 單位：長沙(sha)理工大學