導語：如何才能寫好一篇路橋工程專業(ye)，這就需(xu)要搜集整理(li)更(geng)多的資料和(he)文獻，歡(huan)迎閱(yue)讀(du)由公務員之家整理(li)的十篇范文，供你借鑒。

篇1

【關鍵詞】路橋專業；工程地質；課程教學

工程地質課(ke)程總(zong)課(ke)時(shi)(shi)為(wei)94學(xue)時(shi)(shi)，理論課(ke)為(wei)56學(xue)時(shi)(shi)，實(shi)驗(yan)課(ke)為(wei)8學(xue)時(shi)(shi)，野(ye)外實(shi)習(xi)課(ke)為(wei)30學(xue)時(shi)(shi)，為(wei)后續課(ke)程的(de)學(xue)習(xi)及參加實(shi)際(ji)工作(zuo)奠定基礎(chu)，為(wei)培養高級應用型人才(cai)起到(dao)重(zhong)要(yao)的(de)作(zuo)用。

《工程地質》課在教學方法上根據高職教育的要求，對專業人才培(pei)養(yang)模式進(jin)行(xing)改革，突出以(yi)技術應(ying)用(yong)(yong)能力為(wei)(wei)(wei)主線，構建理論教學(xue)(xue)(xue)(xue)體系(xi)和實(shi)踐教學(xue)(xue)(xue)(xue)體系(xi)，強調(diao)基礎(chu)理論以(yi)“必需、夠用(yong)(yong)”為(wei)(wei)(wei)度，專業課強調(diao)針(zhen)對性(xing)和實(shi)用(yong)(yong)性(xing)。為(wei)(wei)(wei)此(ci)《工程地質(zhi)》按(an)照工學(xue)(xue)(xue)(xue)結合(he)(he)的(de)教學(xue)(xue)(xue)(xue)模式，大量采用(yong)(yong)案例(li)（以(yi)路橋(qiao)測設隊(dui)這十多年(nian)來勘(kan)測設計(ji)的(de)公路為(wei)(wei)(wei)例(li)）教學(xue)(xue)(xue)(xue)，輔以(yi)多媒體教學(xue)(xue)(xue)(xue)，再與現(xian)場教學(xue)(xue)(xue)(xue)相結合(he)(he)的(de)教學(xue)(xue)(xue)(xue)方(fang)法。將課程中的(de)理論知識帶到(dao)野(ye)外(wai)去(qu)進(jin)行(xing)認(ren)識實(shi)習(xi)，然后(hou)又回到(dao)室內進(jin)行(xing)試驗，最后(hou)學(xue)(xue)(xue)(xue)生在(zai)跟隨教師參加勘(kan)測設計(ji)，使學(xue)(xue)(xue)(xue)生得以(yi)“零(ling)距離”上崗，工學(xue)(xue)(xue)(xue)結合(he)(he)在(zai)此(ci)得到(dao)完全的(de)體現(xian)。通(tong)過這一(yi)過程，是學(xue)(xue)(xue)(xue)生牢固掌(zhang)握了(le)該(gai)課程的(de)課本知識及實(shi)踐應(ying)用(yong)(yong)，提高了(le)學(xue)(xue)(xue)(xue)生的(de)學(xue)(xue)(xue)(xue)習(xi)積極性(xing)，提高了(le)教學(xue)(xue)(xue)(xue)質(zhi)量。

一、教學條件

1、教材使(shi)用與建設(she)

本門課(ke)程(cheng)(cheng)教(jiao)材(cai)主(zhu)要(yao)采用最新版本的(de)(de)(de)交通高(gao)等(deng)職業(ye)技術教(jiao)育教(jiao)材(cai)《工(gong)(gong)程(cheng)(cheng)地(di)質》。選(xuan)用趙樹德、廖紅建徐林(lin)等(deng)編著的(de)(de)(de)《高(gao)等(deng)工(gong)(gong)程(cheng)(cheng)地(di)質學》及曲力群、李(li)忠、苗喜德主(zhu)編的(de)(de)(de)《工(gong)(gong)程(cheng)(cheng)地(di)質》作為教(jiao)學參(can)考書。課(ke)程(cheng)(cheng)教(jiao)研(yan)組還結合(he)本校實(shi)(shi)(shi)際，由我(wo)院(yuan)老師編寫的(de)(de)(de)本課(ke)程(cheng)(cheng)的(de)(de)(de)實(shi)(shi)(shi)訓教(jiao)材(cai)----《工(gong)(gong)程(cheng)(cheng)地(di)質野(ye)外(wai)(wai)實(shi)(shi)(shi)習(xi)指導書》、《工(gong)(gong)程(cheng)(cheng)地(di)質室內實(shi)(shi)(shi)驗指導書》，保證了野(ye)外(wai)(wai)實(shi)(shi)(shi)踐教(jiao)學的(de)(de)(de)需(xu)要(yao)。教(jiao)學過(guo)程(cheng)(cheng)中(zhong)(zhong)，體現了多手段、多層次(ci)的(de)(de)(de)教(jiao)學模式。使本課(ke)程(cheng)(cheng)綜(zong)合(he)教(jiao)學條件在同類院(yuan)校中(zhong)(zhong)處于領(ling)先水平。

2、擴充性資料

（1）網(wang)絡資源：教學(xue)內(nei)容(rong)能通過校園(yuan)網(wang)圖書館網(wang)站，供學(xue)生自學(xue)和(he)查閱資料。

（2）教學錄像、教學課件。

（3）地質模型室(shi)、地質標本室(shi)、地質實驗室(shi)。

3、配套實驗教材與實踐(jian)性(xing)教學環境(jing)

為了更好(hao)地(di)(di)(di)完(wan)(wan)成(cheng)實(shi)驗(yan)教(jiao)學，提高(gao)學生們(men)(men)的(de)實(shi)踐技能，我(wo)們(men)(men)根據(ju)學校自身條(tiao)件，編寫了《工程地(di)(di)(di)質(zhi)野外實(shi)習指導書(shu)》、《工程地(di)(di)(di)質(zhi)室(shi)內實(shi)驗(yan)指導書(shu)》實(shi)訓參考書(shu)，實(shi)訓內容(rong)與課程完(wan)(wan)全(quan)一致。本(ben)課程所要求(qiu)的(de)實(shi)驗(yan)技能，我(wo)們(men)(men)要求(qiu)學生必(bi)須掌握。并建立了地(di)(di)(di)質(zhi)模型室(shi)、地(di)(di)(di)質(zhi)標本(ben)室(shi)、地(di)(di)(di)質(zhi)實(shi)驗(yan)室(shi)。完(wan)(wan)全(quan)滿(man)足了《工程地(di)(di)(di)質(zhi)》課程實(shi)踐性教(jiao)學的(de)需要。

該(gai)課(ke)程(cheng)的實(shi)習、實(shi)訓(xun)開出率達100%，保證了《工程(cheng)地(di)質》課(ke)程(cheng)的教學需要，同時也極大地(di)提高了學生的動手(shou)能(neng)力，效果(guo)良好。

理(li)論教學(xue)(xue)(xue)全部采(cai)用多媒(mei)體(ti)教學(xue)(xue)(xue)與現場(chang)教學(xue)(xue)(xue)相結合；實(shi)踐(jian)(jian)教學(xue)(xue)(xue)全部在實(shi)驗(yan)室或(huo)實(shi)訓(xun)中心進行；為(wei)了提高學(xue)(xue)(xue)生(sheng)的實(shi)踐(jian)(jian)能(neng)力，我院(yuan)與湖南省內(nei)多家設計(ji)單位(wei)、施工單位(wei)簽訂了實(shi)習實(shi)訓(xun)基地協議，為(wei)學(xue)(xue)(xue)生(sheng)提供了良好的實(shi)訓(xun)條件和接觸生(sheng)產實(shi)踐(jian)(jian)的機會。學(xue)(xue)(xue)生(sheng)在畢(bi)業(ye)前至少獲得一個中級職(zhi)業(ye)資格證書（比如實(shi)驗(yan)工、測量工等）。

4、網絡教學環境

（1）我院(yuan)已(yi)投入(ru)大(da)資金建設(she)(she)校(xiao)園網(wang)(wang)，于2003年建成(cheng)并(bing)投入(ru)運轉，目前光釬骨干網(wang)(wang)已(yi)基(ji)本(ben)覆(fu)蓋校(xiao)園網(wang)(wang)教學。信息技術中心(xin)校(xiao)園內(nei)網(wang)(wang)骨干千兆(zhao)，百兆(zhao)到桌(zhuo)面，其中服(fu)務器(qi)8臺(tai)，用于本(ben)課的(de)網(wang)(wang)絡設(she)(she)備有港(gang)灣(wan)核(he)心(xin)交換(huan)機8臺(tai)，千兆(zhao)交換(huan)機2臺(tai)，客戶端的(de)最佳配置為(wei)；奔滕PD3.0 GPU1G 內(nei)存120G 硬(ying)盤IE6.0以(yi)上(shang)，并(bing)且裝有Realone flash播放軟件。各系、專業(ye)辦公室、實驗室設(she)(she)有多處網(wang)(wang)口，可方便上(shang)網(wang)(wang)學習和(he)查(cha)詢，長期向師生開放。學院(yuan)有專門的(de)校(xiao)園網(wang)(wang)維護人員。

（2）目前已建成的(de)網絡教學(xue)資源有：各(ge)專(zhuan)業的(de)網絡課程(cheng)、精品課程(cheng)、各(ge)課程(cheng)題庫(ku)、多媒體(ti)課件(jian)庫(ku)等。

（3）校園內建有(you)數(shu)字圖書館。

（4）本課(ke)(ke)程(cheng)(cheng)相(xiang)關(guan)的網絡教學(xue)資源如(ru)：課(ke)(ke)程(cheng)(cheng)教學(xue)大綱、授課(ke)(ke)計劃、電(dian)子教案、多(duo)媒體課(ke)(ke)件、習(xi)題(ti)與題(ti)庫、實訓教學(xue)指導等都進入校園網，課(ke)(ke)程(cheng)(cheng)的網絡教學(xue)資源較為豐富(fu)。

二、教學方法

本課程(cheng)在(zai)教學中采用(yong)理論(lun)與實(shi)驗(yan)、實(shi)訓相結(jie)合的教學方法。

1.理(li)(li)(li)論教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)主(zhu)要采(cai)用實(shi)(shi)物教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)：采(cai)用標本、模型(xing)、圖片等(deng)進(jin)(jin)行(xing)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)；現場(chang)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)：在實(shi)(shi)驗室、學(xue)(xue)院周(zhou)邊的典(dian)型(xing)地(di)質(zhi)現象和(he)(he)真(zhen)實(shi)(shi)的公(gong)路勘測設(she)計進(jin)(jin)行(xing)現場(chang)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)，使理(li)(li)(li)論知(zhi)(zhi)識得到深化，理(li)(li)(li)論與(yu)實(shi)(shi)踐得到有機結(jie)合(he)；案(an)例教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)：課(ke)(ke)程組主(zhu)講教(jiao)(jiao)(jiao)(jiao)(jiao)師長期從事公(gong)路勘測設(she)計生產(chan)和(he)(he)科研工作(zuo)，完成貴州省內(nei)多(duo)(duo)條高等(deng)級(ji)、高速公(gong)路的地(di)質(zhi)調查和(he)(he)設(she)計工作(zuo)，從中提(ti)煉(lian)出適(shi)合(he)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)的典(dian)型(xing)“案(an)例”用于教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)，真(zhen)正體(ti)現了理(li)(li)(li)論與(yu)實(shi)(shi)踐相結(jie)合(he)，提(ti)高學(xue)(xue)生的認知(zhi)(zhi)能力，比如(ru)本課(ke)(ke)程在講解不良地(di)質(zhi)現象時，采(cai)用案(an)例教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)法，其(qi)目的是聯系生產(chan)實(shi)(shi)際，使內(nei)容通俗易懂，便于理(li)(li)(li)解、便于記憶，訓練(lian)了學(xue)(xue)生對理(li)(li)(li)論實(shi)(shi)踐知(zhi)(zhi)識的綜合(he)運(yun)用能力；多(duo)(duo)媒(mei)體(ti)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)：結(jie)合(he)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)內(nei)容，制作(zuo)成多(duo)(duo)媒(mei)體(ti)課(ke)(ke)件并(bing)結(jie)合(he)錄(lu)象授課(ke)(ke)。實(shi)(shi)踐教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)采(cai)用課(ke)(ke)內(nei)實(shi)(shi)驗和(he)(he)野外認識實(shi)(shi)習。

2.實施過(guo)程(cheng)：在整個(ge)教(jiao)(jiao)(jiao)學(xue)過(guo)程(cheng)中(zhong)根據各(ge)項(xiang)目的內容及教(jiao)(jiao)(jiao)學(xue)條件，選(xuan)用(yong)教(jiao)(jiao)(jiao)學(xue)方法。

3.實(shi)(shi)施效果(guo)：對(dui)教(jiao)(jiao)學(xue)(xue)(xue)效果(guo)的(de)(de)(de)評(ping)價(jia)：學(xue)(xue)(xue)生(sheng)對(dui)《工(gong)程地質》課程進行的(de)(de)(de)改革反映良(liang)好(hao)，認(ren)為通過(guo)教(jiao)(jiao)學(xue)(xue)(xue)改革，教(jiao)(jiao)學(xue)(xue)(xue)內容聯(lian)系(xi)(xi)實(shi)(shi)際更加緊密，教(jiao)(jiao)師更加注重對(dui)學(xue)(xue)(xue)生(sheng)專業能力的(de)(de)(de)培養(yang)；校(xiao)內教(jiao)(jiao)學(xue)(xue)(xue)督導組對(dui)本課程的(de)(de)(de)教(jiao)(jiao)改和(he)切實(shi)(shi)的(de)(de)(de)教(jiao)(jiao)學(xue)(xue)(xue)方法給(gei)予(yu)了很(hen)高的(de)(de)(de)評(ping)價(jia)；校(xiao)外(wai)專家對(dui)本課程的(de)(de)(de)教(jiao)(jiao)學(xue)(xue)(xue)方法及教(jiao)(jiao)學(xue)(xue)(xue)手段都給(gei)予(yu)了很(hen)高的(de)(de)(de)評(ping)價(jia)，一致認(ren)為本課程在教(jiao)(jiao)學(xue)(xue)(xue)過(guo)程中理(li)論聯(lian)系(xi)(xi)實(shi)(shi)際，對(dui)于學(xue)(xue)(xue)生(sheng)實(shi)(shi)際工(gong)作能力的(de)(de)(de)形(xing)成，具有良(liang)好(hao)的(de)(de)(de)效果(guo)；用人單位對(dui)學(xue)(xue)(xue)生(sheng)的(de)(de)(de)評(ping)價(jia)也很(hen)高，認(ren)為我們培養(yang)的(de)(de)(de)學(xue)(xue)(xue)生(sheng)能理(li)論聯(lian)系(xi)(xi)實(shi)(shi)際，不僅可以判別常見的(de)(de)(de)巖(yan)礦和(he)地質現(xian)象(xiang)，還(huan)可以對(dui)工(gong)程中常見的(de)(de)(de)不良(liang)地質現(xian)象(xiang)進行處(chu)理(li)。

三、教學手段

1. 板書加掛圖及(ji)模(mo)型；2. 實(shi)(shi)驗、實(shi)(shi)習的演示講(jiang)解；3. 多媒(mei)體課件；4. 實(shi)(shi)習錄像；5. 網上(shang)研討、答疑、批(pi)改作業；6. 實(shi)(shi)際(ji)工程(cheng)項目圖片及(ji)內容展示等。

近年(nian)來編制了(le)(le)《工程(cheng)地質(zhi)(zhi)》電(dian)子教案，此(ci)外，針對課(ke)(ke)外輔助(zhu)教學，構(gou)建了(le)(le)《工程(cheng)地質(zhi)(zhi)》輔助(zhu)教學網(wang)絡平臺、《工程(cheng)地質(zhi)(zhi)》網(wang)頁課(ke)(ke)件(jian)、《工程(cheng)地質(zhi)(zhi)》視頻課(ke)(ke)件(jian)、《工程(cheng)地質(zhi)(zhi)》習題(ti)系(xi)統、《工程(cheng)地質(zhi)(zhi)》互動(dong)交流系(xi)統等。

四、現(xian)代教育技術應用與教學(xue)改(gai)革

深入開展高職(zhi)教(jiao)育改(gai)革的探索與實踐。廣(guang)泛征求用人單位(wei)的意見(jian)與建議，確定高職(zhi)教(jiao)育人才定位(wei)和培養(yang)模式，科學(xue)地修定教(jiao)學(xue)計劃與教(jiao)學(xue)大綱，以就業為導向，培養(yang)高等技(ji)(ji)術(shu)應用性(xing)技(ji)(ji)術(shu)人才。

全校所有的電(dian)腦都能上網(wang)，開展了網(wang)上教學(xue)管(guan)理，網(wang)上辦(ban)公。本課程自申報院級精品課成(cheng)功后，在校內(nei)網(wang)上一直(zhi)資源(yuan)共享，學(xue)生和(he)老師(shi)可(ke)以(yi)通過校園網(wang)來觀(guan)摩(mo)和(he)學(xue)習，并(bing)與授課教師(shi)交流。

通過(guo)幾年(nian)的教(jiao)學實(shi)踐，我們對《工程地質》教(jiao)學方法與教(jiao)學手段不斷地進(jin)行探索。充(chong)分利(li)用先進(jin)的教(jiao)學設備(bei)，進(jin)行生動形象(xiang)的課(ke)堂教(jiao)學，將課(ke)堂教(jiao)學、實(shi)物教(jiao)學與現場教(jiao)學相結合，形成了(le)自己特色鮮明、高(gao)效率的教(jiao)學方法。

參考文獻：

[1]董必昌(chang). 《工(gong)程(cheng)地質》課程(cheng)教(jiao)學(xue)方法研(yan)究.黃石理工(gong)學(xue)院學(xue)報.2008.

[2]粱昌望(wang). 工程地質學課程教學改革研究.中國成人教育.2008.

[3]師偉等.工程(cheng)地質教學與人(ren)才培養初探.新課程(cheng)學習.2011.

[4]朱珊珊.案(an)例教(jiao)學(xue)法在(zai)技校《企業管理》教(jiao)學(xue)中的應(ying)用，職(zhi)業與教(jiao)育，2009.6.

[5] 董必昌.多(duo)媒體課件在《工程地質(zhi)》教學中的應用研究(jiu)， 黃石理工學院學報，第24卷第5期(qi)，2008.10.

篇2

關(guan)鍵(jian)詞(ci)：校(xiao)企合作；道(dao)路橋梁(liang)；工(gong)程技術專業(ye)

近年來(lai)隨著素(su)質教(jiao)育(yu)推(tui)廣(guang)應用，在高(gao)職院校(xiao)突出以(yi)專(zhuan)業技能培(pei)訓為主的(de)教(jiao)學(xue)(xue)模式，已經在社會上收到(dao)較大成效。這種教(jiao)學(xue)(xue)模式的(de)應用，改變了以(yi)往(wang)注重(zhong)傳授專(zhuan)業理論(lun)知識(shi)的(de)格(ge)局，轉而更(geng)趨向培(pei)養學(xue)(xue)生實踐(jian)應用能力(li)(li)的(de)培(pei)養。教(jiao)學(xue)(xue)中要求(qiu)結(jie)合專(zhuan)業理論(lun)知識(shi)學(xue)(xue)習，將所學(xue)(xue)的(de)實踐(jian)操作技能應用到(dao)實習過程中，以(yi)便提高(gao)學(xue)(xue)生實際工(gong)作能力(li)(li)。

1校企合作共(gong)建(jian)實踐教學基地

在(zai)我國高職院校(xiao)(xiao)教(jiao)(jiao)學(xue)(xue)中(zhong)(zhong)，校(xiao)(xiao)企合(he)(he)(he)作(zuo)已經受到越來(lai)越多(duo)(duo)院校(xiao)(xiao)及學(xue)(xue)生(sheng)的(de)歡迎，但(dan)道(dao)路橋(qiao)梁工(gong)(gong)程(cheng)(cheng)技術專(zhuan)(zhuan)業(ye)教(jiao)(jiao)學(xue)(xue)過程(cheng)(cheng)中(zhong)(zhong)，還存在(zai)教(jiao)(jiao)學(xue)(xue)活動不容易找到適合(he)(he)(he)實(shi)(shi)習的(de)道(dao)路橋(qiao)梁工(gong)(gong)程(cheng)(cheng)建設(she)基(ji)地的(de)現(xian)象；但(dan)為了(le)(le)提高公路監理專(zhuan)(zhuan)業(ye)辦(ban)學(xue)(xue)水平，高職院校(xiao)(xiao)通(tong)過與(yu)相關交通(tong)規劃(hua)勘察設(she)計院，公路試驗檢(jian)測中(zhong)(zhong)心，以(yi)及工(gong)(gong)程(cheng)(cheng)監理咨詢(xun)所(suo)等加強合(he)(he)(he)作(zuo)，同(tong)時還與(yu)施工(gong)(gong)單(dan)(dan)位(wei)、道(dao)路橋(qiao)梁養護(hu)單(dan)(dan)位(wei)加強合(he)(he)(he)作(zuo)，通(tong)過不斷調整實(shi)(shi)訓管(guan)理制(zhi)度，來(lai)配合(he)(he)(he)實(shi)(shi)踐(jian)教(jiao)(jiao)學(xue)(xue)基(ji)地的(de)建設(she)。在(zai)資(zi)(zi)金投入方(fang)面，采取了(le)(le)多(duo)(duo)渠道(dao)融資(zi)(zi)的(de)方(fang)式(shi)來(lai)籌集所(suo)需資(zi)(zi)金。其中(zhong)(zhong)包括(kuo)：學(xue)(xue)院投資(zi)(zi)、爭(zheng)取行業(ye)投資(zi)(zi)資(zi)(zi)金、同(tong)時還多(duo)(duo)方(fang)籌措資(zi)(zi)金，從而(er)構建校(xiao)(xiao)企合(he)(he)(he)作(zuo)的(de)資(zi)(zi)源共(gong)享型實(shi)(shi)踐(jian)基(ji)地。作(zuo)為院校(xiao)(xiao)方(fang)面，通(tong)過向企業(ye)輸送實(shi)(shi)用人才幫助(zhu)企業(ye)培訓員工(gong)(gong)；另一(yi)方(fang)面院校(xiao)(xiao)還注重師資(zi)(zi)力(li)量(liang)的(de)建設(she)，應(ying)用編寫(xie)實(shi)(shi)用教(jiao)(jiao)材和(he)強化(hua)教(jiao)(jiao)學(xue)(xue)實(shi)(shi)踐(jian)相結合(he)(he)(he)，來(lai)提高本專(zhuan)(zhuan)業(ye)師資(zi)(zi)水平。

2道路橋梁工(gong)程技(ji)術專業教學改(gai)革的(de)具(ju)體應用(yong)

2.1制定人才培養規劃

運用教學(xue)實踐和(he)進入企業(ye)實習相(xiang)結合方式(shi)，通(tong)過(guo)校(xiao)辦企業(ye)來(lai)培養目標和(he)規劃，提(ti)出為(wei)工(gong)程一線(xian)培養相(xiang)關人才(cai)，所涉及的(de)范圍包括交通(tong)、路(lu)(lu)(lu)橋(qiao)施(shi)工(gong)方面。要(yao)求學(xue)生(sheng)(sheng)掌(zhang)握(wo)該專(zhuan)業(ye)理論知識同時，還能夠(gou)完(wan)成公路(lu)(lu)(lu)勘測和(he)設(she)計工(gong)作(zuo)，能夠(gou)掌(zhang)握(wo)道(dao)路(lu)(lu)(lu)、橋(qiao)梁(liang)的(de)勘察(cha)設(she)計、邊(bian)坡治理工(gong)作(zuo)、并參(can)與舊(jiu)橋(qiao)增固的(de)工(gong)作(zuo)實踐中。學(xue)院方面通(tong)過(guo)聯系承接大型道(dao)路(lu)(lu)(lu)、橋(qiao)梁(liang)勘察(cha)項目的(de)單(dan)位，帶(dai)領學(xue)生(sheng)(sheng)參(can)與到道(dao)路(lu)(lu)(lu)勘察(cha)設(she)計實踐中去實習，為(wei)學(xue)生(sheng)(sheng)提(ti)供更多(duo)接觸一線(xian)道(dao)路(lu)(lu)(lu)、橋(qiao)梁(liang)工(gong)程的(de)實習機會(hui)。另(ling)外，該專(zhuan)業(ye)要(yao)求范圍還包括：如何指(zhi)導(dao)學(xue)生(sheng)(sheng)做好路(lu)(lu)(lu)橋(qiao)工(gong)程養護工(gong)作(zuo)，以適應公路(lu)(lu)(lu)、交通(tong)行業(ye)發展所需。

2.2教學模式的改進(jin)

高職(zhi)院(yuan)校(xiao)通過在教師(shi)中(zhong)開展(zhan)如何(he)上好(hao)專業課的(de)討論，要(yao)求教師(shi)做(zuo)好(hao)教學(xue)(xue)課程的(de)設(she)計，以促進教學(xue)(xue)模式的(de)改進，突(tu)出學(xue)(xue)生(sheng)(sheng)(sheng)實踐技(ji)能并提升(sheng)其(qi)綜合素質。在討論活動中(zhong)，教師(shi)們普(pu)遍認為職(zhi)業教育中(zhong)的(de)主要(yao)任務是：培(pei)養(yang)能夠解決實際(ji)問題的(de)專業人才，對(dui)(dui)學(xue)(xue)生(sheng)(sheng)(sheng)來說(shuo)適應就業和(he)日后(hou)發展(zhan)，對(dui)(dui)于企(qi)業而言(yan)通過校(xiao)企(qi)合作可以減少員工(gong)培(pei)訓(xun)開支，而對(dui)(dui)于院(yuan)校(xiao)來說(shuo)則為學(xue)(xue)生(sheng)(sheng)(sheng)和(he)企(qi)業之間建立了就業和(he)錄(lu)用(yong)的(de)平臺。通過上述(shu)討論教師(shi)的(de)教學(xue)(xue)目標更明確了，在課程設(she)置上突(tu)出了以實踐應用(yong)為主，以適應社(she)會發展(zhan)和(he)學(xue)(xue)生(sheng)(sheng)(sheng)就業的(de)現實需求。

2.3完(wan)善校(xiao)內(nei)外實習基(ji)地

高(gao)職院校(xiao)在實(shi)(shi)踐(jian)(jian)基地(di)建設(she)方(fang)面(mian)，不僅需要(yao)改進(jin)(jin)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)方(fang)法，還需要(yao)改進(jin)(jin)學(xue)(xue)(xue)習(xi)方(fang)法，教(jiao)(jiao)(jiao)(jiao)師將教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)重(zhong)點(dian)主要(yao)放在學(xue)(xue)(xue)習(xi)方(fang)法教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)上。通(tong)過(guo)指導(dao)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)如何盡快掌握操(cao)作(zuo)(zuo)技能(neng)(neng)，將勘察設(she)計(ji)以(yi)及(ji)施(shi)工(gong)中(zhong)的(de)重(zhong)點(dian)、難(nan)點(dian)羅列出來(lai)，讓(rang)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)經過(guo)多次實(shi)(shi)踐(jian)(jian)操(cao)作(zuo)(zuo)來(lai)了解實(shi)(shi)踐(jian)(jian)操(cao)作(zuo)(zuo)的(de)技巧，同時教(jiao)(jiao)(jiao)(jiao)師還將實(shi)(shi)踐(jian)(jian)工(gong)作(zuo)(zuo)中(zhong)總結出來(lai)的(de)經驗(yan)(yan)，傳授給(gei)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)讓(rang)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)在自(zi)(zi)己摸索實(shi)(shi)踐(jian)(jian)操(cao)作(zuo)(zuo)技巧同時，還能(neng)(neng)夠得到(dao)來(lai)自(zi)(zi)教(jiao)(jiao)(jiao)(jiao)師的(de)經驗(yan)(yan)指導(dao)。這樣更(geng)有(you)助于學(xue)(xue)(xue)生(sheng)(sheng)(sheng)盡快將理論(lun)和實(shi)(shi)踐(jian)(jian)操(cao)作(zuo)(zuo)聯(lian)系起(qi)來(lai)，應(ying)用(yong)到(dao)工(gong)作(zuo)(zuo)實(shi)(shi)踐(jian)(jian)當中(zhong)。通(tong)過(guo)實(shi)(shi)施(shi)教(jiao)(jiao)(jiao)(jiao)師的(de)實(shi)(shi)踐(jian)(jian)指導(dao)和專(zhuan)業理論(lun)教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)，學(xue)(xue)(xue)生(sheng)(sheng)(sheng)實(shi)(shi)踐(jian)(jian)操(cao)作(zuo)(zuo)能(neng)(neng)力(li)更(geng)強了，有(you)助于學(xue)(xue)(xue)生(sheng)(sheng)(sheng)將所(suo)學(xue)(xue)(xue)的(de)本專(zhuan)業知識和技能(neng)(neng)應(ying)用(yong)到(dao)今后的(de)工(gong)作(zuo)(zuo)中(zhong)去。學(xue)(xue)(xue)校(xiao)現建成(cheng)道橋實(shi)(shi)訓室(shi)2個(ge)，配置相(xiang)關(guan)儀器設(she)備(bei)180余臺（套）。能(neng)(neng)進(jin)(jin)行的(de)試(shi)驗(yan)(yan)有(you)土工(gong)試(shi)驗(yan)(yan)、瀝青(qing)及(ji)瀝青(qing)混(hun)合料(liao)試(shi)驗(yan)(yan)、水泥及(ji)水泥混(hun)凝土試(shi)驗(yan)(yan)、路基檢測(ce)試(shi)驗(yan)(yan)、路面(mian)檢測(ce)試(shi)驗(yan)(yan)等。通(tong)過(guo)現有(you)試(shi)驗(yan)(yan)設(she)備(bei)，設(she)計(ji)實(shi)(shi)訓項目，教(jiao)(jiao)(jiao)(jiao)師可(ke)針對教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)內容(rong)進(jin)(jin)行現場教(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)，學(xue)(xue)(xue)生(sheng)(sheng)(sheng)在學(xue)(xue)(xue)中(zhong)做、做中(zhong)練，從而提高(gao)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)動手(shou)操(cao)作(zuo)(zuo)能(neng)(neng)力(li)及(ji)熟練程度。

2.4實習促就業理念的應用效果

高(gao)職院校(xiao)提(ti)出(chu)通過(guo)實(shi)(shi)習促進就(jiu)(jiu)業(ye)(ye)的(de)理念，道路(lu)(lu)橋(qiao)梁(liang)(liang)工程(cheng)技(ji)術(shu)專(zhuan)業(ye)(ye)從系主任到(dao)專(zhuan)業(ye)(ye)教(jiao)(jiao)(jiao)師(shi)(shi)，都積極(ji)對推薦畢業(ye)(ye)生就(jiu)(jiu)業(ye)(ye)做了(le)大量(liang)有效的(de)工作(zuo)。高(gao)職院校(xiao)與施工建設(she)單位、勘察設(she)計單位，以(yi)及工程(cheng)監理公司等單位簽署(shu)了(le)就(jiu)(jiu)業(ye)(ye)基地(di)合作(zuo)文(wen)件(jian)，通過(guo)實(shi)(shi)訓(xun)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)和(he)專(zhuan)業(ye)(ye)理論教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)相結合，并多(duo)渠(qu)道為(wei)學(xue)(xue)(xue)(xue)(xue)生提(ti)供就(jiu)(jiu)業(ye)(ye)、實(shi)(shi)習基地(di)。同時還將(jiang)多(duo)媒(mei)體技(ji)術(shu)引進教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)實(shi)(shi)踐中，應用網(wang)(wang)絡教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)和(he)多(duo)媒(mei)體教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)等方式(shi)，來幫助道路(lu)(lu)橋(qiao)梁(liang)(liang)工程(cheng)技(ji)術(shu)專(zhuan)業(ye)(ye)學(xue)(xue)(xue)(xue)(xue)生盡快掌握(wo)本專(zhuan)業(ye)(ye)的(de)實(shi)(shi)訓(xun)方法，教(jiao)(jiao)(jiao)師(shi)(shi)在(zai)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)實(shi)(shi)踐中，將(jiang)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)課(ke)件(jian)用視(shi)頻方式(shi)上傳到(dao)網(wang)(wang)絡，學(xue)(xue)(xue)(xue)(xue)生經網(wang)(wang)絡可(ke)以(yi)多(duo)次、反復觀看教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)視(shi)頻，通過(guo)不(bu)斷觀看其中的(de)實(shi)(shi)踐操(cao)作(zuo)視(shi)頻，可(ke)以(yi)讓(rang)學(xue)(xue)(xue)(xue)(xue)生加強(qiang)直觀感性(xing)認知(zhi)(zhi)的(de)同時，還拓寬學(xue)(xue)(xue)(xue)(xue)生對專(zhuan)業(ye)(ye)知(zhi)(zhi)識的(de)學(xue)(xue)(xue)(xue)(xue)習途(tu)徑。另外，學(xue)(xue)(xue)(xue)(xue)生從視(shi)聽教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)模式(shi)中，不(bu)僅了(le)解(jie)到(dao)當前本專(zhuan)業(ye)(ye)的(de)基礎知(zhi)(zhi)識和(he)實(shi)(shi)踐操(cao)作(zuo)技(ji)能，還可(ke)以(yi)了(le)解(jie)到(dao)更(geng)新的(de)技(ji)術(shu)工藝和(he)技(ji)術(shu)方法，以(yi)便學(xue)(xue)(xue)(xue)(xue)生能知(zhi)(zhi)曉和(he)掌握(wo)更(geng)多(duo)前沿(yan)的(de)道路(lu)(lu)橋(qiao)梁(liang)(liang)工程(cheng)技(ji)術(shu)專(zhuan)業(ye)(ye)研(yan)究成果(guo)。

3結論

綜上，從(cong)近(jin)年來(lai)的探索與實(shi)(shi)踐(jian)可(ke)知(zhi)，校企合作(zuo)通過實(shi)(shi)訓(xun)項(xiang)目(mu)為主，從(cong)教(jiao)學(xue)目(mu)標、內容(rong)、組(zu)織管理等方面著手，為學(xue)生(sheng)提(ti)供課(ke)程(cheng)實(shi)(shi)訓(xun)到現場實(shi)(shi)訓(xun)的條件，讓學(xue)生(sheng)掌握(wo)本專(zhuan)業(ye)(ye)基本技能(neng)和職業(ye)(ye)技能(neng)，并從(cong)課(ke)堂教(jiao)學(xue)走向社會實(shi)(shi)踐(jian)，通過課(ke)程(cheng)改革(ge)激發(fa)學(xue)生(sheng)學(xue)習主動(dong)性，以及多渠(qu)道(dao)為學(xue)生(sheng)創造(zao)就業(ye)(ye)、實(shi)(shi)訓(xun)條件，以充沛的理論(lun)知(zhi)識與道(dao)路橋梁工(gong)程(cheng)實(shi)(shi)踐(jian)技能(neng)相結合，提(ti)高學(xue)生(sheng)專(zhuan)業(ye)(ye)技能(neng)和綜合素養，為學(xue)生(sheng)就業(ye)(ye)和今后發(fa)展打下堅實(shi)(shi)基礎。

參考文獻：

[1]李瑋,李慧(hui)英.道路與橋(qiao)梁專業校企合作共建實踐教(jiao)學基(ji)地(di)模式探析[J].教(jiao)育教(jiao)學研究,2012,8(4):87-88.

[2]蔣玲.基于校企(qi)合(he)作公路工程類高技能人才培(pei)養模式(shi)創(chuang)新研究［J］.中(zhong)國教育(yu)技術裝備,2011,6(15):156-157.

[3]姜英(ying)，劉志.關于路橋專業(ye)(ye)學(xue)生專業(ye)(ye)技(ji)能(neng)培養的探討(tao)［J］.交(jiao)通職業(ye)(ye)教育,2011,4(2):178-179.

篇3

動手實(shi)踐能力對(dui)于這(zhe)個(ge)專業的(de)(de)(de)學(xue)(xue)生來(lai)講是最重要(yao)的(de)(de)(de)，因(yin)為理論知識如果不能夠和實(shi)踐相結合(he)，在(zai)將來(lai)的(de)(de)(de)工(gong)(gong)(gong)作中就會如同(tong)紙上(shang)談兵。另一(yi)(yi)反(fan)面(mian)，學(xue)(xue)生的(de)(de)(de)綜合(he)素質和道(dao)(dao)德水(shui)平普遍(bian)偏低，這(zhe)是面(mian)臨的(de)(de)(de)一(yi)(yi)大問(wen)題(ti)。因(yin)為如果一(yi)(yi)個(ge)工(gong)(gong)(gong)程人員(yuan)，沒有較高的(de)(de)(de)人格品(pin)(pin)質，他(ta)是很難為工(gong)(gong)(gong)程負責的(de)(de)(de)。一(yi)(yi)個(ge)崗(gang)位對(dui)一(yi)(yi)個(ge)人的(de)(de)(de)技術水(shui)平要(yao)求(qiu)遠遠不如對(dui)他(ta)的(de)(de)(de)道(dao)(dao)德品(pin)(pin)質要(yao)求(qiu)高，因(yin)為道(dao)(dao)德品(pin)(pin)質敗(bai)壞的(de)(de)(de)人往往會給(gei)工(gong)(gong)(gong)程的(de)(de)(de)施工(gong)(gong)(gong)帶來(lai)很大的(de)(de)(de)影響。所以(yi)在(zai)思想(xiang)政治方面(mian)，學(xue)(xue)校(xiao)應該加大投入力度。加之近年來(lai)國家(jia)在(zai)道(dao)(dao)路交(jiao)通建設等方面(mian)注(zhu)入了大量的(de)(de)(de)精力，尤其(qi)是對(dui)道(dao)(dao)路建設提出了新(xin)的(de)(de)(de)要(yao)求(qiu)，這(zhe)既為道(dao)(dao)橋專業提供了機(ji)會，也帶來(lai)了挑戰。

二、解決方法

針對當前道橋工(gong)程(cheng)專業課程(cheng)存在的(de)(de)問(wen)題，我(wo)們(men)主要通過(guo)制訂合理的(de)(de)人才培養(yang)方案、對教學內容進行改革(ge)(ge)、對教學過(guo)程(cheng)進行監控(kong)以及建立評估系(xi)統來完善道橋專業課程(cheng)的(de)(de)改革(ge)(ge)。

1.制(zhi)訂合(he)理(li)的(de)人才(cai)培養(yang)方案(an)

道橋工(gong)程專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)和(he)其他專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)是一樣(yang)(yang)的(de)(de)(de)(de)，都要(yao)(yao)面對(dui)(dui)企(qi)業(ye)(ye)(ye)(ye)生(sheng)(sheng)產，但(dan)是前者與企(qi)業(ye)(ye)(ye)(ye)之(zhi)間的(de)(de)(de)(de)關(guan)系更加緊密。因(yin)為(wei)企(qi)業(ye)(ye)(ye)(ye)需要(yao)(yao)什么樣(yang)(yang)的(de)(de)(de)(de)人(ren)才(cai)，學(xue)(xue)校就(jiu)培(pei)養(yang)什么樣(yang)(yang)的(de)(de)(de)(de)人(ren)才(cai)，這(zhe)一定(ding)要(yao)(yao)做到(dao)匹配，否則(ze)就(jiu)是教育資源(yuan)的(de)(de)(de)(de)浪費，同時是對(dui)(dui)企(qi)業(ye)(ye)(ye)(ye)的(de)(de)(de)(de)不(bu)負責(ze)。學(xue)(xue)校通(tong)過對(dui)(dui)企(qi)業(ye)(ye)(ye)(ye)進行調研(yan)工(gong)作(zuo)(zuo)，并根(gen)據工(gong)程項目對(dui)(dui)人(ren)才(cai)的(de)(de)(de)(de)需求量來確(que)定(ding)這(zhe)個專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)的(de)(de)(de)(de)學(xue)(xue)生(sheng)(sheng)人(ren)數和(he)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)課(ke)(ke)(ke)的(de)(de)(de)(de)設(she)置。制訂適合企(qi)業(ye)(ye)(ye)(ye)需要(yao)(yao)的(de)(de)(de)(de)人(ren)才(cai)培(pei)養(yang)計劃(hua)，改革教學(xue)(xue)內容，強化并選擇(ze)精品課(ke)(ke)(ke)程。把(ba)跟企(qi)業(ye)(ye)(ye)(ye)生(sheng)(sheng)產關(guan)系不(bu)大(da)的(de)(de)(de)(de)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)進行精選，而那些跟企(qi)業(ye)(ye)(ye)(ye)生(sheng)(sheng)產關(guan)系緊密的(de)(de)(de)(de)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)(ye)課(ke)(ke)(ke)程要(yao)(yao)加強，并且做到(dao)精。這(zhe)也就(jiu)有(you)利于學(xue)(xue)生(sheng)(sheng)畢業(ye)(ye)(ye)(ye)就(jiu)會很容易找(zhao)到(dao)對(dui)(dui)口(kou)的(de)(de)(de)(de)工(gong)作(zuo)(zuo)，既(ji)解(jie)決了企(qi)業(ye)(ye)(ye)(ye)急需人(ren)才(cai)的(de)(de)(de)(de)燃眉之(zhi)急，又幫助學(xue)(xue)生(sheng)(sheng)找(zhao)到(dao)了合適的(de)(de)(de)(de)工(gong)作(zuo)(zuo)，一舉兩得。同時要(yao)(yao)注重學(xue)(xue)生(sheng)(sheng)的(de)(de)(de)(de)綜合素質(zhi)培(pei)養(yang)工(gong)作(zuo)(zuo)，加強團隊協作(zuo)(zuo)能力的(de)(de)(de)(de)鍛煉和(he)培(pei)養(yang)學(xue)(xue)生(sheng)(sheng)吃苦(ku)耐勞的(de)(de)(de)(de)精神。通(tong)過以(yi)企(qi)業(ye)(ye)(ye)(ye)需求為(wei)導向的(de)(de)(de)(de)人(ren)才(cai)培(pei)養(yang)計劃(hua)，確(que)定(ding)工(gong)作(zuo)(zuo)目標，明確(que)課(ke)(ke)(ke)程的(de)(de)(de)(de)任務，為(wei)企(qi)業(ye)(ye)(ye)(ye)輸送優秀(xiu)人(ren)才(cai)。

2.加強特色建設

通(tong)過(guo)對人(ren)(ren)(ren)才(cai)市場需求(qiu)(qiu)的(de)(de)(de)(de)調查(cha)，深入企(qi)業(ye)(ye)現(xian)場，發掘(jue)學校(xiao)資源，加強特(te)(te)色(se)專(zhuan)業(ye)(ye)建(jian)設(she)工(gong)作(zuo)，為(wei)人(ren)(ren)(ren)才(cai)的(de)(de)(de)(de)輸(shu)出打下良(liang)好的(de)(de)(de)(de)基礎(chu)。一(yi)(yi)個(ge)(ge)(ge)專(zhuan)業(ye)(ye)課(ke)(ke)程(cheng)(cheng)(cheng)的(de)(de)(de)(de)設(she)置(zhi)和(he)(he)建(jian)設(she)如同(tong)經營一(yi)(yi)個(ge)(ge)(ge)企(qi)業(ye)(ye)，如果我(wo)(wo)們做(zuo)的(de)(de)(de)(de)東西，別(bie)人(ren)(ren)(ren)都(dou)有(you)(you)(you)能(neng)力(li)做(zuo)，那么我(wo)(wo)們就(jiu)會(hui)失去在市場中的(de)(de)(de)(de)占(zhan)有(you)(you)(you)份額。教(jiao)育同(tong)樣(yang)也是(shi)(shi)這(zhe)個(ge)(ge)(ge)道理，如果我(wo)(wo)們給學生(sheng)設(she)置(zhi)的(de)(de)(de)(de)課(ke)(ke)程(cheng)(cheng)(cheng)都(dou)是(shi)(shi)根據(ju)其他院校(xiao)來的(de)(de)(de)(de)，別(bie)人(ren)(ren)(ren)開(kai)設(she)工(gong)程(cheng)(cheng)(cheng)制(zhi)圖，我(wo)(wo)們也開(kai)設(she)工(gong)程(cheng)(cheng)(cheng)制(zhi)圖，那么我(wo)(wo)們和(he)(he)其他院校(xiao)的(de)(de)(de)(de)競爭(zheng)力(li)就(jiu)無法較(jiao)量(liang)的(de)(de)(de)(de)，所(suo)以(yi)必須要加強特(te)(te)色(se)課(ke)(ke)程(cheng)(cheng)(cheng)的(de)(de)(de)(de)建(jian)設(she)工(gong)作(zuo)。在這(zhe)里特(te)(te)色(se)工(gong)程(cheng)(cheng)(cheng)主要來源于兩個(ge)(ge)(ge)方(fang)面(mian)：首先是(shi)(shi)針對現(xian)在施工(gong)單位(wei)(wei)的(de)(de)(de)(de)需求(qiu)(qiu)，從(cong)我(wo)(wo)們現(xian)有(you)(you)(you)的(de)(de)(de)(de)課(ke)(ke)程(cheng)(cheng)(cheng)中選(xuan)擇幾個(ge)(ge)(ge)專(zhuan)業(ye)(ye)課(ke)(ke)，作(zuo)為(wei)重點內(nei)容貫穿整個(ge)(ge)(ge)教(jiao)育過(guo)程(cheng)(cheng)(cheng)，做(zuo)到精細化；其次就(jiu)是(shi)(shi)針對生(sheng)產單位(wei)(wei)的(de)(de)(de)(de)需求(qiu)(qiu)，通(tong)過(guo)調研找到能(neng)夠(gou)有(you)(you)(you)效(xiao)輔助提高學生(sheng)綜(zong)合能(neng)力(li)的(de)(de)(de)(de)一(yi)(yi)門(men)課(ke)(ke)程(cheng)(cheng)(cheng)，而且這(zhe)門(men)課(ke)(ke)程(cheng)(cheng)(cheng)不(bu)能(neng)夠(gou)是(shi)(shi)現(xian)存(cun)的(de)(de)(de)(de)課(ke)(ke)程(cheng)(cheng)(cheng)內(nei)容。這(zhe)樣(yang)就(jiu)有(you)(you)(you)利于加強學生(sheng)在人(ren)(ren)(ren)才(cai)市場中的(de)(de)(de)(de)地位(wei)(wei)，為(wei)就(jiu)業(ye)(ye)解決(jue)了(le)很大(da)(da)問題，同(tong)時也為(wei)施工(gong)單位(wei)(wei)提供(gong)了(le)大(da)(da)量(liang)優(you)秀人(ren)(ren)(ren)才(cai)。企(qi)業(ye)(ye)需要的(de)(de)(de)(de)是(shi)(shi)對技術(shu)精通(tong)的(de)(de)(de)(de)人(ren)(ren)(ren)才(cai)，而不(bu)是(shi)(shi)一(yi)(yi)個(ge)(ge)(ge)對什么都(dou)了(le)解的(de)(de)(de)(de)普通(tong)人(ren)(ren)(ren)才(cai)。因為(wei)現(xian)在施工(gong)單位(wei)(wei)里的(de)(de)(de)(de)人(ren)(ren)(ren)員分工(gong)是(shi)(shi)非常明確的(de)(de)(de)(de)，這(zhe)樣(yang)更有(you)(you)(you)利于安全(quan)生(sheng)產和(he)(he)管理。

3.加(jia)強對教學過程的監控(kong)

一(yi)些(xie)(xie)(xie)大中專(zhuan)院校的(de)道(dao)橋工(gong)程專(zhuan)業課(ke)教(jiao)(jiao)師對教(jiao)(jiao)學(xue)的(de)態(tai)度不(bu)是(shi)很(hen)積極，他們認(ren)為這(zhe)些(xie)(xie)(xie)東西完(wan)全可(ke)以到了(le)(le)單(dan)(dan)位再學(xue)習(xi)。而很(hen)多(duo)(duo)學(xue)生也對此持不(bu)屑態(tai)度，他們也認(ren)同(tong)在(zai)學(xue)校學(xue)習(xi)這(zhe)些(xie)(xie)(xie)專(zhuan)業課(ke)沒有(you)什么意義，倒(dao)不(bu)如(ru)(ru)(ru)到現(xian)場去學(xue)習(xi)。其實，他們完(wan)全錯了(le)(le)。如(ru)(ru)(ru)果(guo)(guo)這(zhe)樣(yang)的(de)學(xue)生到了(le)(le)單(dan)(dan)位，單(dan)(dan)位花費大量(liang)的(de)人(ren)(ren)力和物力去對這(zhe)些(xie)(xie)(xie)學(xue)生進行(xing)培訓工(gong)作幾(ji)乎是(shi)不(bu)可(ke)能(neng)的(de)，因(yin)(yin)為施工(gong)單(dan)(dan)位的(de)特殊性，他們到了(le)(le)單(dan)(dan)位就會(hui)馬上入手工(gong)作。試(shi)想一(yi)個對專(zhuan)業課(ke)了(le)(le)解不(bu)深(shen)的(de)人(ren)(ren)到了(le)(le)工(gong)作崗位，他如(ru)(ru)(ru)何能(neng)夠(gou)將工(gong)作做好呢？即便(bian)是(shi)能(neng)，又(you)得下多(duo)(duo)少功(gong)夫呢？而且在(zai)這(zhe)種(zhong)情況下，工(gong)程是(shi)極容(rong)易出問題(ti)的(de)。如(ru)(ru)(ru)果(guo)(guo)導致了(le)(le)工(gong)程失(shi)(shi)誤，會(hui)給國家(jia)和人(ren)(ren)們帶(dai)來很(hen)大的(de)損失(shi)(shi)。所以在(zai)教(jiao)(jiao)學(xue)過程中，我們必(bi)須全程監(jian)控。全程監(jian)控還有(you)一(yi)個目(mu)的(de)就是(shi)為了(le)(le)學(xue)生的(de)安全，因(yin)(yin)為道(dao)橋專(zhuan)業決定了(le)(le)學(xue)習(xi)它(ta)就必(bi)須要有(you)很(hen)多(duo)(duo)實習(xi)環節。如(ru)(ru)(ru)果(guo)(guo)學(xue)生對知識掌(zhang)握不(bu)牢固，在(zai)實習(xi)過程中出現(xian)了(le)(le)偏(pian)差很(hen)容(rong)易出事故(gu)。

4.建立評估體系

教(jiao)(jiao)(jiao)學(xue)(xue)(xue)評估(gu)(gu)體系(xi)(xi)的(de)(de)建(jian)立是非常必(bi)要的(de)(de)，這既有利(li)(li)于學(xue)(xue)(xue)生(sheng)對教(jiao)(jiao)(jiao)師的(de)(de)工作作出(chu)評價，也(ye)有利(li)(li)于幫助學(xue)(xue)(xue)生(sheng)解決(jue)學(xue)(xue)(xue)習(xi)(xi)上(shang)的(de)(de)問題(ti)。評估(gu)(gu)體系(xi)(xi)不僅是針對教(jiao)(jiao)(jiao)師，同時(shi)也(ye)針對學(xue)(xue)(xue)生(sheng)。教(jiao)(jiao)(jiao)師的(de)(de)工作狀態(tai)(tai)決(jue)定(ding)(ding)了學(xue)(xue)(xue)生(sheng)對他的(de)(de)評估(gu)(gu)水平(ping)，而學(xue)(xue)(xue)生(sheng)的(de)(de)學(xue)(xue)(xue)習(xi)(xi)狀態(tai)(tai)也(ye)決(jue)定(ding)(ding)了教(jiao)(jiao)(jiao)師對他們的(de)(de)評估(gu)(gu)分數。這種(zhong)互相監(jian)督的(de)(de)評估(gu)(gu)體系(xi)(xi)，為督促(cu)學(xue)(xue)(xue)生(sheng)認(ren)真學(xue)(xue)(xue)習(xi)(xi)專業課做了鋪墊，同時(shi)也(ye)為學(xue)(xue)(xue)生(sheng)提供(gong)良(liang)好的(de)(de)教(jiao)(jiao)(jiao)與學(xue)(xue)(xue)的(de)(de)環境(jing)打下了基礎。事(shi)實證明，這種(zhong)評估(gu)(gu)系(xi)(xi)統(tong)的(de)(de)存在是非常必(bi)要的(de)(de)。

三、展望

篇4

近(jin)些年來，我(wo)國開(kai)始實現(xian)(xian)經濟方面的(de)(de)(de)宏觀調控(kong)，這也在一定程度上(shang)加大了市場對道路橋梁(liang)技術人員的(de)(de)(de)需(xu)求。高(gao)(gao)職院校是培養(yang)應用型人才(cai)的(de)(de)(de)搖籃，培養(yang)著大批量的(de)(de)(de)市場所(suo)需(xu)要的(de)(de)(de)專(zhuan)(zhuan)業人員。我(wo)國高(gao)(gao)職院校道路橋梁(liang)專(zhuan)(zhuan)業的(de)(de)(de)學生(sheng)就業率相較于其(qi)他專(zhuan)(zhuan)業來說比較低(di)，難(nan)以滿(man)足(zu)社(she)會和市場的(de)(de)(de)需(xu)求。筆者通過長期的(de)(de)(de)研究實踐，認為(wei)我(wo)國高(gao)(gao)職院校道路橋梁(liang)工程專(zhuan)(zhuan)業人才(cai)培養(yang)模(mo)式應當做到以下幾點，才(cai)能夠實現(xian)(xian)道路橋梁(liang)工程專(zhuan)(zhuan)業的(de)(de)(de)進一步發展。

1.高(gao)職院校對(dui)該專業應當給予高(gao)度的(de)重(zhong)視

道(dao)橋專(zhuan)業(ye)由于(yu)受到(dao)專(zhuan)業(ye)的(de)(de)(de)(de)(de)限制，很少有學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)會(hui)切(qie)實到(dao)現場(chang)去(qu)進(jin)行實習，所以，高(gao)職院(yuan)(yuan)校(xiao)道(dao)橋專(zhuan)業(ye)的(de)(de)(de)(de)(de)教師在上(shang)課之前(qian)，最好(hao)是能夠(gou)組織學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)到(dao)施(shi)工現場(chang)去(qu)看一(yi)(yi)看，這樣一(yi)(yi)方面(mian)能夠(gou)增(zeng)強學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)(de)(de)(de)感(gan)性(xing)認識(shi)，另一(yi)(yi)方面(mian)也能夠(gou)培養學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)(de)(de)(de)興(xing)趣，充分調動學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)學(xue)(xue)(xue)(xue)(xue)習的(de)(de)(de)(de)(de)積(ji)極性(xing)，使學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)能夠(gou)從被(bei)動學(xue)(xue)(xue)(xue)(xue)習向(xiang)主動學(xue)(xue)(xue)(xue)(xue)習的(de)(de)(de)(de)(de)方向(xiang)轉變。高(gao)職院(yuan)(yuan)校(xiao)是培養應用型人(ren)才的(de)(de)(de)(de)(de)搖籃，正因如此，教師就更應該多多組織學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)到(dao)施(shi)工工地去(qu)參觀。除此之外，我國高(gao)職院(yuan)(yuan)校(xiao)應當構(gou)建學(xue)(xue)(xue)(xue)(xue)習型教學(xue)(xue)(xue)(xue)(xue)團隊(dui)，一(yi)(yi)手抓學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)(de)(de)(de)基礎知識(shi)，幫助(zhu)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)深入的(de)(de)(de)(de)(de)了解知識(shi)內涵。另一(yi)(yi)手要著(zhu)重抓學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)(de)(de)(de)實踐(jian)能力，建立(li)長(chang)效(xiao)管理機制，為進(jin)一(yi)(yi)步提高(gao)學(xue)(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)(de)(de)(de)(de)成績打下堅實牢固的(de)(de)(de)(de)(de)基礎。

2.進一步提(ti)高教師的綜(zong)合素(su)質

我(wo)國絕(jue)大部(bu)分(fen)高(gao)職院(yuan)校(xiao)的(de)(de)教(jiao)(jiao)師在(zai)一(yi)畢(bi)業就從事了教(jiao)(jiao)育工(gong)作，實(shi)(shi)戰經驗相(xiang)對(dui)比較匱乏，這(zhe)種(zhong)現狀不(bu)利于教(jiao)(jiao)師在(zai)教(jiao)(jiao)學過程中將理論(lun)知(zhi)識和(he)實(shi)(shi)踐(jian)知(zhi)識有(you)機的(de)(de)結合(he)到一(yi)起(qi)。正因如此(ci)，高(gao)職院(yuan)校(xiao)應當定(ding)期或不(bu)定(ding)期的(de)(de)組織教(jiao)(jiao)師到施工(gong)工(gong)地進行參觀，鼓勵教(jiao)(jiao)師到施工(gong)工(gong)地進行實(shi)(shi)習(xi)，切實(shi)(shi)提高(gao)教(jiao)(jiao)師的(de)(de)實(shi)(shi)踐(jian)能力。不(bu)僅(jin)如此(ci)，高(gao)職院(yuan)校(xiao)還可以建立校(xiao)企(qi)合(he)作平臺(tai)以及教(jiao)(jiao)師交(jiao)流平臺(tai)，通(tong)過這(zhe)兩種(zhong)方(fang)式，實(shi)(shi)現教(jiao)(jiao)師之間的(de)(de)溝通(tong)和(he)交(jiao)流，實(shi)(shi)現資源共享，以此(ci)來提高(gao)我(wo)國高(gao)職院(yuan)校(xiao)路橋(qiao)專(zhuan)業教(jiao)(jiao)師的(de)(de)綜(zong)合(he)素(su)質。

3.要求學(xue)生掌握一項(xiang)核(he)心(xin)(xin)技能或是核(he)心(xin)(xin)試驗檢測

教師在教學(xue)(xue)過(guo)程中(zhong)，應(ying)當做到(dao)從實(shi)際出發，針對學(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)具(ju)體情況去實(shi)現教學(xue)(xue)，幫(bang)助學(xue)(xue)生(sheng)(sheng)(sheng)樹立學(xue)(xue)習(xi)目(mu)標，使學(xue)(xue)生(sheng)(sheng)(sheng)能(neng)夠在在校期間熟(shu)練的(de)(de)掌握一項核(he)(he)心(xin)(xin)(xin)技能(neng)或核(he)(he)心(xin)(xin)(xin)試驗(yan)檢測，學(xue)(xue)生(sheng)(sheng)(sheng)在掌握上述核(he)(he)心(xin)(xin)(xin)知(zhi)識的(de)(de)基礎上，在畢業(ye)后以零磨合的(de)(de)前提下迅(xun)速投身到(dao)工作崗位上去，極大的(de)(de)增(zeng)強了(le)學(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)競爭力。不僅如(ru)此，學(xue)(xue)生(sheng)(sheng)(sheng)如(ru)果掌握了(le)一項核(he)(he)心(xin)(xin)(xin)技術(shu)或是(shi)核(he)(he)心(xin)(xin)(xin)試驗(yan)，也(ye)極大的(de)(de)增(zeng)強了(le)學(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)自信心(xin)(xin)(xin)，在以后的(de)(de)工作和學(xue)(xue)習(xi)中(zhong)，也(ye)能(neng)夠積極的(de)(de)面對挫(cuo)折與挑戰。

4.進一步(bu)加強培養學生(sheng)的情商(shang)

通常情況下(xia)(xia)，道橋專(zhuan)(zhuan)業的(de)工作(zuo)場(chang)地(di)都是在野外(wai)，因此，學生(sheng)在就業后應(ying)當快(kuai)速處理好(hao)自己的(de)生(sheng)活，閑(xian)暇時間可以看看書(shu)，養成不(bu)斷學習的(de)好(hao)習慣，不(bu)僅如(ru)此，高職院校(xiao)的(de)教師還應(ying)當對學生(sheng)的(de)口才(cai)進(jin)行培養，使本專(zhuan)(zhuan)業的(de)學生(sheng)在畢(bi)業后能夠(gou)和(he)相關(guan)工作(zuo)人員做好(hao)溝通和(he)交(jiao)流(liu)，能夠(gou)在團隊合作(zuo)的(de)背景下(xia)(xia)完成自己的(de)工作(zuo)，提(ti)升整個團隊的(de)工作(zuo)效率。

5.建立校企合作模式，實現工學的有機(ji)結合

通(tong)常情況(kuang)下，實習(xi)被(bei)安排在(zai)大二。高職院校(xiao)道(dao)橋專業(ye)(ye)的(de)(de)教(jiao)師在(zai)安排學(xue)生實習(xi)的(de)(de)過(guo)程中(zhong)，一(yi)(yi)定要注重(zhong)(zhong)工(gong)學(xue)的(de)(de)有(you)機(ji)結合(he)(he)(he)，很多學(xue)生、教(jiao)師以(yi)及(ji)家長(chang)對(dui)工(gong)學(xue)結合(he)(he)(he)存在(zai)一(yi)(yi)定的(de)(de)認識(shi)錯誤(wu)，認為工(gong)學(xue)結合(he)(he)(he)就是(shi)(shi)為了能夠(gou)多賺(zhuan)錢(qian)，在(zai)校(xiao)期(qi)間應當以(yi)學(xue)習(xi)為重(zhong)(zhong)，不要將精力(li)都浪費在(zai)賺(zhuan)錢(qian)上(shang)面，這(zhe)種想(xiang)法(fa)是(shi)(shi)錯誤(wu)的(de)(de)，工(gong)學(xue)結合(he)(he)(he)是(shi)(shi)將學(xue)校(xiao)學(xue)到的(de)(de)知識(shi)，通(tong)過(guo)一(yi)(yi)定的(de)(de)途徑應用到實踐當中(zhong)去，實現(xian)(xian)理(li)論與實踐的(de)(de)有(you)機(ji)結合(he)(he)(he)。建立(li)校(xiao)企(qi)(qi)(qi)合(he)(he)(he)作模(mo)式(shi)，實現(xian)(xian)校(xiao)企(qi)(qi)(qi)合(he)(he)(he)作模(mo)式(shi)，對(dui)于(yu)學(xue)校(xiao)、學(xue)生以(yi)及(ji)企(qi)(qi)(qi)業(ye)(ye)來說(shuo)(shuo)都是(shi)(shi)非常重(zhong)(zhong)要的(de)(de)，對(dui)于(yu)學(xue)校(xiao)來說(shuo)(shuo)校(xiao)企(qi)(qi)(qi)合(he)(he)(he)作模(mo)式(shi)能夠(gou)使(shi)其深入的(de)(de)了解道(dao)橋行業(ye)(ye)的(de)(de)發展前(qian)景以(yi)及(ji)技術更新等方(fang)面的(de)(de)信息，進而(er)(er)進一(yi)(yi)步(bu)提高學(xue)校(xiao)的(de)(de)教(jiao)學(xue)質量。對(dui)于(yu)學(xue)生來說(shuo)(shuo)，通(tong)過(guo)校(xiao)企(qi)(qi)(qi)合(he)(he)(he)作模(mo)式(shi)實現(xian)(xian)教(jiao)學(xue)交流與合(he)(he)(he)作，能夠(gou)實現(xian)(xian)理(li)論與實踐的(de)(de)有(you)機(ji)結合(he)(he)(he)。對(dui)于(yu)企(qi)(qi)(qi)業(ye)(ye)來說(shuo)(shuo)，企(qi)(qi)(qi)業(ye)(ye)通(tong)過(guo)校(xiao)企(qi)(qi)(qi)合(he)(he)(he)作模(mo)式(shi)能夠(gou)進一(yi)(yi)步(bu)選拔(ba)專業(ye)(ye)人才，為企(qi)(qi)(qi)業(ye)(ye)注入新鮮的(de)(de)力(li)量，從(cong)而(er)(er)促進企(qi)(qi)(qi)業(ye)(ye)的(de)(de)進一(yi)(yi)步(bu)發展。

6.建設專業，應(ying)當將(jiang)學生的層次進(jin)行劃分

絕大多數(shu)學(xue)(xue)(xue)生(sheng)畢業(ye)后都是從事(shi)實驗員(yuan)以(yi)(yi)及(ji)測量人員(yuan)的(de)(de)，而以(yi)(yi)后能否逐步發展成(cheng)為技術師(shi)以(yi)(yi)及(ji)測量師(shi)就是高(gao)職院(yuan)校(xiao)的(de)(de)教(jiao)學(xue)(xue)(xue)質(zhi)量來決定的(de)(de)，因此(ci)，高(gao)職院(yuan)校(xiao)應當(dang)(dang)盡可能的(de)(de)對學(xue)(xue)(xue)生(sheng)進行層次劃分，從而建設(she)(she)專(zhuan)業(ye)建設(she)(she)，不僅如此(ci)，高(gao)職院(yuan)校(xiao)在建設(she)(she)專(zhuan)業(ye)的(de)(de)過程(cheng)中，還應當(dang)(dang)加大教(jiao)師(shi)的(de)(de)培(pei)養力度，培(pei)養更多的(de)(de)雙師(shi)型(xing)教(jiao)師(shi)，實現(xian)教(jiao)學(xue)(xue)(xue)質(zhi)量以(yi)(yi)及(ji)專(zhuan)業(ye)建設(she)(she)的(de)(de)雙方(fang)面發展。

結語

篇5

關鍵詞(ci)：工程測(ce)量；道路勘測(ce)設計；一(yi)體化(hua)教學

中(zhong)圖分類號：G71 文(wen)獻標識碼：A 文(wen)章(zhang)編號：1009-0118（2012）-03-0-02

《工(gong)程(cheng)(cheng)(cheng)測(ce)(ce)(ce)量(liang)》課程(cheng)(cheng)(cheng)是道(dao)路(lu)(lu)橋(qiao)梁工(gong)程(cheng)(cheng)(cheng)專業(ye)(ye)的(de)(de)專業(ye)(ye)基(ji)礎課。該課程(cheng)(cheng)(cheng)的(de)(de)的(de)(de)教(jiao)(jiao)學(xue)內容要(yao)求學(xue)生(sheng)既(ji)要(yao)掌(zhang)握(wo)(wo)測(ce)(ce)(ce)量(liang)基(ji)本(ben)理論知(zhi)識(shi)(shi)又(you)要(yao)熟練掌(zhang)握(wo)(wo)各(ge)種測(ce)(ce)(ce)量(liang)儀器的(de)(de)操作技能(neng)(neng)，又(you)能(neng)(neng)運用所掌(zhang)握(wo)(wo)的(de)(de)知(zhi)識(shi)(shi)在(zai)(zai)道(dao)路(lu)(lu)橋(qiao)梁工(gong)程(cheng)(cheng)(cheng)建設中進行道(dao)路(lu)(lu)現(xian)場施工(gong)測(ce)(ce)(ce)量(liang)。《道(dao)路(lu)(lu)勘(kan)測(ce)(ce)(ce)設計》課程(cheng)(cheng)(cheng)是該專業(ye)(ye)的(de)(de)主(zhu)(zhu)干專業(ye)(ye)課，主(zhu)(zhu)要(yao)講述道(dao)路(lu)(lu)線形(xing)設計與(yu)道(dao)路(lu)(lu)外業(ye)(ye)勘(kan)測(ce)(ce)(ce)知(zhi)識(shi)(shi)。兩(liang)門(men)(men)課程(cheng)(cheng)(cheng)教(jiao)(jiao)學(xue)內容均(jun)有理論和實(shi)踐環節(jie)兩(liang)部分(fen)構成。在(zai)(zai)各(ge)自的(de)(de)現(xian)有教(jiao)(jiao)學(xue)內容體系中，兩(liang)門(men)(men)課程(cheng)(cheng)(cheng)均(jun)存在(zai)(zai)有知(zhi)識(shi)(shi)點(dian)的(de)(de)不(bu)連貫現(xian)象，同時兩(liang)門(men)(men)課程(cheng)(cheng)(cheng)在(zai)(zai)知(zhi)識(shi)(shi)結構上又(you)存在(zai)(zai)一定程(cheng)(cheng)(cheng)度的(de)(de)知(zhi)識(shi)(shi)點(dian)交叉與(yu)重疊(die)。因此，優化整(zheng)合兩(liang)門(men)(men)課程(cheng)(cheng)(cheng)的(de)(de)教(jiao)(jiao)學(xue)內容體系，科學(xue)合理安排教(jiao)(jiao)學(xue)次序，互(hu)相補(bu)充，刪去重復部分(fen)，實(shi)現(xian)兩(liang)門(men)(men)課程(cheng)(cheng)(cheng)一體化教(jiao)(jiao)學(xue)模式，對節(jie)約教(jiao)(jiao)學(xue)資(zi)源，提高(gao)教(jiao)(jiao)學(xue)質(zhi)量(liang)有重要(yao)意義。

一、存在問題分析

《工(gong)程(cheng)(cheng)(cheng)測(ce)(ce)(ce)(ce)(ce)量(liang)》課程(cheng)(cheng)(cheng)主(zhu)要內(nei)容包括(kuo)：測(ce)(ce)(ce)(ce)(ce)量(liang)學的(de)基(ji)本知(zhi)(zhi)識；工(gong)程(cheng)(cheng)(cheng)上常用儀器(qi)的(de)構造(zao)、使用和(he)校核(he)；測(ce)(ce)(ce)(ce)(ce)量(liang)誤差(cha)的(de)基(ji)本知(zhi)(zhi)識；大(da)比例尺地形(xing)(xing)圖測(ce)(ce)(ce)(ce)(ce)繪；公路(lu)路(lu)線勘測(ce)(ce)(ce)(ce)(ce)階段(duan)的(de)任務以及(ji)工(gong)作方(fang)法(fa)，包括(kuo)中(zhong)線的(de)測(ce)(ce)(ce)(ce)(ce)設和(he)路(lu)線縱(zong)、橫斷面(mian)的(de)測(ce)(ce)(ce)(ce)(ce)量(liang)；道(dao)(dao)路(lu)工(gong)程(cheng)(cheng)(cheng)施(shi)工(gong)階段(duan)的(de)測(ce)(ce)(ce)(ce)(ce)量(liang)任務及(ji)方(fang)法(fa)，包括(kuo)道(dao)(dao)路(lu)施(shi)工(gong)測(ce)(ce)(ce)(ce)(ce)量(liang)、橋隧施(shi)工(gong)測(ce)(ce)(ce)(ce)(ce)量(liang)等內(nei)容。簡單概括(kuo)為(wei)(wei)測(ce)(ce)(ce)(ce)(ce)量(liang)基(ji)礎理論知(zhi)(zhi)識講授與(yu)道(dao)(dao)路(lu)施(shi)工(gong)測(ce)(ce)(ce)(ce)(ce)量(liang)技(ji)能(neng)培養兩(liang)部分內(nei)容。《道(dao)(dao)路(lu)勘測(ce)(ce)(ce)(ce)(ce)設計(ji)》課程(cheng)(cheng)(cheng)主(zhu)要內(nei)容為(wei)(wei)：道(dao)(dao)路(lu)設計(ji)管理與(yu)控制(zhi)要素，平、縱(zong)、橫斷面(mian)設計(ji)、選線及(ji)總體(ti)設計(ji)，交(jiao)叉口(kou)設計(ji)，交(jiao)通設施(shi)設計(ji)，外業勘測(ce)(ce)(ce)(ce)(ce)等。同樣可(ke)以分為(wei)(wei)道(dao)(dao)路(lu)線形(xing)(xing)基(ji)礎理論與(yu)外業勘測(ce)(ce)(ce)(ce)(ce)技(ji)能(neng)的(de)培養兩(liang)部分內(nei)容。可(ke)見(jian)兩(liang)門課程(cheng)(cheng)(cheng)，在知(zhi)(zhi)識結構形(xing)(xing)式上均可(ke)分為(wei)(wei)理論教學與(yu)實踐教學兩(liang)部分；內(nei)容上也都離不開道(dao)(dao)路(lu)線形(xing)(xing)基(ji)本知(zhi)(zhi)識，聯系(xi)也較為(wei)(wei)緊密(mi)。

相關(guan)調查顯示(shi)，目(mu)前國(guo)內有關(guan)高等(deng)院校(xiao)在該專業課(ke)程(cheng)設置中，兩門課(ke)程(cheng)的(de)教學安排(pai)大部分為以下模式：

《工程測(ce)量》設(she)(she)(she)置(zhi)在大二上學期，理論學時(shi)(shi)48課時(shi)(shi)（包含8學時(shi)(shi)的實(shi)驗課時(shi)(shi)），另加(jia)2周的測(ce)量實(shi)習。《道路(lu)勘(kan)測(ce)設(she)(she)(she)計(ji)》課程設(she)(she)(she)置(zhi)在大三上學期，理論學時(shi)(shi)56課時(shi)(shi)，另加(jia)2周的室內課程設(she)(she)(she)計(ji)。

筆者用(yong)近兩年時間，通過和學生(sheng)談話、調查問卷以(yi)及用(yong)人單位的(de)反饋(kui)信息等方(fang)式，發現兩門課(ke)上述(shu)教(jiao)學模(mo)式雖被大(da)多(duo)數院校所采(cai)納，但的(de)的(de)確確存(cun)在有一(yi)定弊端。

（一(yi)）理論教學方面(mian)

對(dui)于道(dao)路(lu)(lu)橋梁工程(cheng)(cheng)技術專業的(de)(de)(de)(de)(de)學(xue)(xue)生來(lai)說，《工程(cheng)(cheng)測(ce)(ce)(ce)量(liang)(liang)》課程(cheng)(cheng)的(de)(de)(de)(de)(de)重(zhong)點是(shi)(shi)(shi)1、測(ce)(ce)(ce)量(liang)(liang)儀器(qi)的(de)(de)(de)(de)(de)基(ji)(ji)本(ben)操(cao)作(zuo)(zuo)；2、公(gong)(gong)路(lu)(lu)路(lu)(lu)線勘測(ce)(ce)(ce)；3、施(shi)工測(ce)(ce)(ce)量(liang)(liang)。但是(shi)(shi)(shi)后(hou)兩個知(zhi)識(shi)點明顯(xian)要求學(xue)(xue)生有(you)一定的(de)(de)(de)(de)(de)道(dao)路(lu)(lu)線形知(zhi)識(shi)基(ji)(ji)礎(chu)，即：道(dao)路(lu)(lu)平、縱、橫斷(duan)面的(de)(de)(de)(de)(de)基(ji)(ji)本(ben)知(zhi)識(shi)以(yi)及相(xiang)關計算公(gong)(gong)式。對(dui)于處在(zai)大(da)(da)二上學(xue)(xue)期的(de)(de)(de)(de)(de)學(xue)(xue)生，只是(shi)(shi)(shi)學(xue)(xue)了一年的(de)(de)(de)(de)(de)公(gong)(gong)共基(ji)(ji)礎(chu)課，沒有(you)任何道(dao)路(lu)(lu)線形知(zhi)識(shi)基(ji)(ji)礎(chu)，想熟練(lian)掌握這部分(fen)知(zhi)識(shi)是(shi)(shi)(shi)很吃力的(de)(de)(de)(de)(de)。如果要求授(shou)課教師在(zai)講(jiang)授(shou)《工程(cheng)(cheng)測(ce)(ce)(ce)量(liang)(liang)》課程(cheng)(cheng)時(shi)(shi)，把這部分(fen)牽扯到的(de)(de)(de)(de)(de)道(dao)路(lu)(lu)線形基(ji)(ji)本(ben)知(zhi)識(shi)加進(jin)去(qu)，那么本(ben)課程(cheng)(cheng)的(de)(de)(de)(de)(de)總(zong)共48課時(shi)(shi)是(shi)(shi)(shi)遠(yuan)遠(yuan)不(bu)(bu)夠的(de)(de)(de)(de)(de)。筆者每(mei)次講(jiang)述到這部分(fen)時(shi)(shi)，總(zong)感(gan)覺講(jiang)起(qi)來(lai)吃力，學(xue)(xue)生學(xue)(xue)起(qi)來(lai)也吃力。如果《工程(cheng)(cheng)測(ce)(ce)(ce)量(liang)(liang)》課程(cheng)(cheng)只講(jiang)授(shou)測(ce)(ce)(ce)量(liang)(liang)儀器(qi)的(de)(de)(de)(de)(de)基(ji)(ji)本(ben)操(cao)作(zuo)(zuo)，授(shou)課內(nei)容(rong)明顯(xian)不(bu)(bu)夠飽滿，也不(bu)(bu)符(fu)合該(gai)課程(cheng)(cheng)的(de)(de)(de)(de)(de)大(da)(da)綱(gang)要求。因此，《工程(cheng)(cheng)測(ce)(ce)(ce)量(liang)(liang)》的(de)(de)(de)(de)(de)三大(da)(da)內(nei)容(rong)（測(ce)(ce)(ce)量(liang)(liang)儀器(qi)的(de)(de)(de)(de)(de)基(ji)(ji)本(ben)操(cao)作(zuo)(zuo)、公(gong)(gong)路(lu)(lu)路(lu)(lu)線勘測(ce)(ce)(ce)、施(shi)工測(ce)(ce)(ce)量(liang)(liang)）的(de)(de)(de)(de)(de)連貫(guan)性存在(zai)一定的(de)(de)(de)(de)(de)問題：在(zai)測(ce)(ce)(ce)量(liang)(liang)儀器(qi)基(ji)(ji)本(ben)操(cao)作(zuo)(zuo)與公(gong)(gong)路(lu)(lu)路(lu)(lu)線勘測(ce)(ce)(ce)之間出現(xian)了知(zhi)識(shi)結構的(de)(de)(de)(de)(de)斷(duan)層。

接下來再來看(kan)《道(dao)路(lu)(lu)(lu)勘(kan)(kan)(kan)測(ce)(ce)設(she)計(ji)(ji)》課(ke)程(cheng)(cheng)。《道(dao)路(lu)(lu)(lu)勘(kan)(kan)(kan)測(ce)(ce)設(she)計(ji)(ji)》課(ke)程(cheng)(cheng)內(nei)容分(fen)類為道(dao)路(lu)(lu)(lu)線(xian)(xian)(xian)形(xing)基礎理(li)論(lun)(lun)與路(lu)(lu)(lu)線(xian)(xian)(xian)外業(ye)勘(kan)(kan)(kan)測(ce)(ce)技能(neng)的(de)培(pei)養兩方(fang)面。首(shou)先，道(dao)路(lu)(lu)(lu)線(xian)(xian)(xian)形(xing)基礎理(li)論(lun)(lun)部分(fen)用到了工(gong)程(cheng)(cheng)測(ce)(ce)量(liang)學里(li)面的(de)有關(guan)計(ji)(ji)算公(gong)式，以及(ji)轉(zhuan)角、控(kong)制測(ce)(ce)量(liang)等專業(ye)術語。路(lu)(lu)(lu)線(xian)(xian)(xian)外業(ye)勘(kan)(kan)(kan)測(ce)(ce)部分(fen)更是要求學生(sheng)能(neng)夠(gou)數量(liang)掌(zhang)握(wo)測(ce)(ce)量(liang)儀器的(de)操作技能(neng)，是測(ce)(ce)量(liang)學知識在(zai)(zai)路(lu)(lu)(lu)橋(qiao)工(gong)程(cheng)(cheng)中的(de)延(yan)伸。因此(ci)《道(dao)路(lu)(lu)(lu)勘(kan)(kan)(kan)測(ce)(ce)設(she)計(ji)(ji)》課(ke)程(cheng)(cheng)的(de)學習依托(tuo)于《工(gong)程(cheng)(cheng)測(ce)(ce)量(liang)》的(de)知識基礎；《工(gong)程(cheng)(cheng)測(ce)(ce)量(liang)》課(ke)程(cheng)(cheng)是《道(dao)路(lu)(lu)(lu)勘(kan)(kan)(kan)測(ce)(ce)設(she)計(ji)(ji)》課(ke)程(cheng)(cheng)的(de)先修課(ke)。此(ci)外，《道(dao)路(lu)(lu)(lu)勘(kan)(kan)(kan)測(ce)(ce)設(she)計(ji)(ji)》課(ke)程(cheng)(cheng)的(de)路(lu)(lu)(lu)線(xian)(xian)(xian)外業(ye)勘(kan)(kan)(kan)測(ce)(ce)部分(fen)和(he)《工(gong)程(cheng)(cheng)測(ce)(ce)量(liang)》課(ke)程(cheng)(cheng)中的(de)公(gong)路(lu)(lu)(lu)路(lu)(lu)(lu)線(xian)(xian)(xian)勘(kan)(kan)(kan)測(ce)(ce)部分(fen)講述的(de)都是道(dao)路(lu)(lu)(lu)幾何線(xian)(xian)(xian)形(xing)在(zai)(zai)現(xian)場如何放線(xian)(xian)(xian)的(de)問題。兩門課(ke)程(cheng)(cheng)在(zai)(zai)這里(li)出現(xian)了知識點(dian)的(de)交叉(cha)和(he)重復。

（二）實踐教學環節(jie)方面

首先，來看《工(gong)(gong)程測量(liang)(liang)(liang)(liang)(liang)(liang)》課程2周的(de)(de)(de)(de)測量(liang)(liang)(liang)(liang)(liang)(liang)實習(xi)。2周時間的(de)(de)(de)(de)測量(liang)(liang)(liang)(liang)(liang)(liang)實習(xi)，真正能干什么呢？鑒于前面分析(xi)過的(de)(de)(de)(de)原因，在理論(lun)授(shou)課時，因學時的(de)(de)(de)(de)數量(liang)(liang)(liang)(liang)(liang)(liang)限制，學生又沒有一定的(de)(de)(de)(de)專(zhuan)業(ye)知識基礎(chu)，教師(shi)針對道(dao)路(lu)路(lu)線(xian)指標有關(guan)的(de)(de)(de)(de)計算、測量(liang)(liang)(liang)(liang)(liang)(liang)部分，是(shi)無(wu)法講解的(de)(de)(de)(de)。因此，2周的(de)(de)(de)(de)實習(xi)只能是(shi)在校內(nei)讓學生練習(xi)一下測量(liang)(liang)(liang)(liang)(liang)(liang)儀(yi)器(qi)的(de)(de)(de)(de)使(shi)用(yong)，繪制小地區(qu)平(ping)面圖。而(er)道(dao)路(lu)橋梁工(gong)(gong)程現(xian)場的(de)(de)(de)(de)曲線(xian)測設、邊坡放樣等日常測量(liang)(liang)(liang)(liang)(liang)(liang)工(gong)(gong)作是(shi)無(wu)法進行的(de)(de)(de)(de)。這種(zhong)模式的(de)(de)(de)(de)實習(xi)將導致學生雖然(ran)學過測量(liang)(liang)(liang)(liang)(liang)(liang)課程，，熟悉(xi)了道(dao)路(lu)施(shi)工(gong)(gong)常用(yong)測量(liang)(liang)(liang)(liang)(liang)(liang)儀(yi)器(qi)的(de)(de)(de)(de)使(shi)用(yong)，但是(shi)畢業(ye)后到了路(lu)橋施(shi)工(gong)(gong)現(xian)場遇到測量(liang)(liang)(liang)(liang)(liang)(liang)工(gong)(gong)作，仍然(ran)是(shi)一籌莫展，不能理論(lun)聯系實際，盡快將學到的(de)(de)(de)(de)知識用(yong)到工(gong)(gong)作中(zhong)去。《工(gong)(gong)程測量(liang)(liang)(liang)(liang)(liang)(liang)》課程的(de)(de)(de)(de)測量(liang)(liang)(liang)(liang)(liang)(liang)實習(xi)教學效果也就(jiu)偏(pian)離了實用(yong)型人才培養的(de)(de)(de)(de)目標。

接下來(lai)分(fen)析《道(dao)路勘(kan)測設(she)計(ji)》課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)的(de)(de)(de)2周(zhou)室內課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)設(she)計(ji)。同樣是時間限(xian)制，學生(sheng)不可能(neng)有搬(ban)著儀(yi)器，到現(xian)場進行(xing)地(di)(di)形(xing)(xing)測量的(de)(de)(de)機(ji)(ji)會。課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)設(she)計(ji)只能(neng)是在(zai)給(gei)定的(de)(de)(de)現(xian)場地(di)(di)形(xing)(xing)數據，即(ji)地(di)(di)形(xing)(xing)圖(tu)的(de)(de)(de)基(ji)礎上，學生(sheng)按照(zhao)規范要(yao)求生(sheng)搬(ban)硬套，進行(xing)道(dao)路線(xian)(xian)形(xing)(xing)設(she)計(ji)。因(yin)為缺少現(xian)場考察的(de)(de)(de)過程(cheng)(cheng)(cheng)(cheng)，設(she)計(ji)出(chu)來(lai)的(de)(de)(de)成(cheng)果往往未(wei)能(neng)和當地(di)(di)地(di)(di)形(xing)(xing)、景觀、環境(jing)相協調，更(geng)容易忽視(shi)道(dao)路平縱橫(heng)的(de)(de)(de)相互(hu)配合。最終導致學生(sheng)設(she)計(ji)出(chu)來(lai)的(de)(de)(de)作品(pin)，只是幾(ji)種基(ji)本線(xian)(xian)形(xing)(xing)機(ji)(ji)械的(de)(de)(de)累加，沒(mei)有任何(he)工(gong)程(cheng)(cheng)(cheng)(cheng)實踐意義。因(yin)此，為期兩(liang)周(zhou)的(de)(de)(de)《道(dao)路勘(kan)測設(she)計(ji)》室內課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)設(she)計(ji)的(de)(de)(de)教學效(xiao)果同樣偏離了實用型人(ren)才培養的(de)(de)(de)目標。

綜上(shang)分析：按照傳統的(de)教(jiao)(jiao)學(xue)(xue)(xue)模(mo)式(shi)，兩門課(ke)程無論是在(zai)理論教(jiao)(jiao)學(xue)(xue)(xue)上(shang)，還是在(zai)實(shi)(shi)踐環節上(shang)，均出現一定程度(du)的(de)知識(shi)點次序混亂，連貫性脫節，不可能(neng)(neng)完(wan)整的(de)完(wan)成(cheng)教(jiao)(jiao)學(xue)(xue)(xue)大(da)綱的(de)要(yao)求(qiu)。因此(ci)，我們有必(bi)要(yao)針對上(shang)述弊(bi)端，對兩門課(ke)程傳統的(de)教(jiao)(jiao)學(xue)(xue)(xue)模(mo)式(shi)進行改(gai)革，建立新的(de)教(jiao)(jiao)學(xue)(xue)(xue)模(mo)式(shi)，使學(xue)(xue)(xue)生更容易掌握理論知識(shi)，也進一步提高學(xue)(xue)(xue)生的(de)工程實(shi)(shi)踐技能(neng)(neng)，真正實(shi)(shi)現實(shi)(shi)用(yong)性人(ren)才培養的(de)教(jiao)(jiao)學(xue)(xue)(xue)目標。

二(er)、理(li)論教學內(nei)容的改革

鑒(jian)于(yu)(yu)上面(mian)的(de)(de)(de)分(fen)析(xi)，兩門課程(cheng)(cheng)有不同程(cheng)(cheng)度上的(de)(de)(de)知(zhi)識(shi)(shi)點次(ci)序(xu)(xu)混亂(luan)，連(lian)續性(xing)脫節現象，我(wo)們(men)可以打(da)破兩門課程(cheng)(cheng)的(de)(de)(de)現有格局，將兩門課程(cheng)(cheng)的(de)(de)(de)知(zhi)識(shi)(shi)點糅合在一起，從新排(pai)序(xu)(xu)，形成一個邏輯性(xing)強(qiang)的(de)(de)(de)道(dao)路(lu)(lu)(lu)線(xian)(xian)(xian)形勘(kan)(kan)(kan)測(ce)(ce)(ce)與(yu)施工(gong)測(ce)(ce)(ce)量(liang)知(zhi)識(shi)(shi)體(ti)系。新的(de)(de)(de)授課內(nei)容(rong)安(an)排(pai)次(ci)序(xu)(xu)如下(xia)：1、測(ce)(ce)(ce)量(liang)儀器的(de)(de)(de)基(ji)本操作；2、道(dao)路(lu)(lu)(lu)線(xian)(xian)(xian)形設計基(ji)礎理論；3、公路(lu)(lu)(lu)路(lu)(lu)(lu)線(xian)(xian)(xian)勘(kan)(kan)(kan)測(ce)(ce)(ce)；4、施工(gong)測(ce)(ce)(ce)量(liang)。其中測(ce)(ce)(ce)量(liang)儀器的(de)(de)(de)基(ji)本操作、公路(lu)(lu)(lu)路(lu)(lu)(lu)線(xian)(xian)(xian)勘(kan)(kan)(kan)測(ce)(ce)(ce)以及(ji)施工(gong)測(ce)(ce)(ce)量(liang)三部分(fen)是原(yuan)《工(gong)程(cheng)(cheng)測(ce)(ce)(ce)量(liang)》課程(cheng)(cheng)中的(de)(de)(de)內(nei)容(rong)；道(dao)路(lu)(lu)(lu)線(xian)(xian)(xian)形設計基(ji)礎理論和公路(lu)(lu)(lu)路(lu)(lu)(lu)線(xian)(xian)(xian)勘(kan)(kan)(kan)測(ce)(ce)(ce)兩部分(fen)屬于(yu)(yu)原(yuan)《道(dao)路(lu)(lu)(lu)勘(kan)(kan)(kan)測(ce)(ce)(ce)設計》課程(cheng)(cheng)中的(de)(de)(de)知(zhi)識(shi)(shi)。新的(de)(de)(de)教學次(ci)序(xu)(xu)連(lian)貫性(xing)強(qiang)，由(you)淺入深，由(you)理論到實踐，符合人們(men)認(ren)(ren)識(shi)(shi)新事物的(de)(de)(de)認(ren)(ren)識(shi)(shi)規律，更(geng)便于(yu)(yu)學生(sheng)學習掌握。

此外，新教學(xue)體系從內(nei)容上(shang)新的(de)(de)理論(lun)教學(xue)內(nei)容涵蓋了原兩門(men)課程(cheng)的(de)(de)全(quan)部知識(shi)點，而且公路路線勘測部分知識(shi)只出現一次，避免了原兩門(men)課程(cheng)在此部分知識(shi)的(de)(de)重復現象，節省(sheng)了約20課時。這樣(yang)，原來(lai)兩門(men)課程(cheng)理論(lun)教學(xue)總104課時，可以(yi)縮短為84課時。

三、實踐環節的改革

為(wei)了避免兩門課(ke)程(cheng)實踐環節的(de)(de)(de)上述弊(bi)端，我(wo)們同樣可(ke)以將二者放在一(yi)起(qi)進(jin)行(xing)，互相彌補彼(bi)此的(de)(de)(de)不足，達(da)到更好(hao)地(di)(di)教學效果。我(wo)們可(ke)以選擇一(yi)個地(di)(di)物地(di)(di)貌適合(he)(he)教學、具(ju)有一(yi)定規模(mo)的(de)(de)(de)地(di)(di)質公園作為(wei)實習基地(di)(di)。實踐環節的(de)(de)(de)4周(zhou)時(shi)間，具(ju)體安排如下：第(di)一(yi)周(zhou)，進(jin)行(xing)地(di)(di)形圖測(ce)(ce)繪。第(di)二周(zhou)，進(jin)行(xing)道(dao)路選線、現(xian)場放出導向線。第(di)三(san)周(zhou)，進(jin)行(xing)道(dao)路的(de)(de)(de)平面(mian)、縱(zong)斷(duan)面(mian)、橫(heng)斷(duan)面(mian)線形設(she)計(ji)。期間如果對地(di)(di)形有疑問(wen)，可(ke)隨時(shi)到現(xian)場重新測(ce)(ce)量(liang)核(he)實。第(di)四(si)周(zhou)，根據設(she)計(ji)成(cheng)(cheng)果，現(xian)場進(jin)行(xing)模(mo)擬(ni)道(dao)路施工(gong)(gong)(gong)(gong)測(ce)(ce)量(liang)。新的(de)(de)(de)實習內容安排涵(han)蓋(gai)了原兩門課(ke)程(cheng)的(de)(de)(de)實踐環節的(de)(de)(de)教學任(ren)務，而且與道(dao)路施工(gong)(gong)(gong)(gong)的(de)(de)(de)現(xian)場相吻(wen)合(he)(he)。通過實習學生不但(dan)完成(cheng)(cheng)了對測(ce)(ce)量(liang)儀器的(de)(de)(de)認識與使用(yong)，也熟悉了道(dao)路施工(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)序，增強了工(gong)(gong)(gong)(gong)程(cheng)實踐經驗(yan)。這(zhe)樣學生一(yi)旦走出校(xiao)門，進(jin)入工(gong)(gong)(gong)(gong)地(di)(di)就(jiu)可(ke)以馬上完成(cheng)(cheng)理論與實踐的(de)(de)(de)結合(he)(he)過程(cheng)，盡快進(jin)行(xing)現(xian)場施工(gong)(gong)(gong)(gong)測(ce)(ce)量(liang)。

四、結語

新的(de)(de)(de)教學(xue)(xue)模式(shi)(shi)，打破了(le)《工程測量》、《道路勘測設(she)計》兩(liang)門(men)(men)課(ke)程的(de)(de)(de)孤立進行(xing)的(de)(de)(de)傳統(tong)模式(shi)(shi)，而(er)是將(jiang)兩(liang)門(men)(men)課(ke)程的(de)(de)(de)知識點(dian)，融會貫通，按照人們對事物的(de)(de)(de)認識規律，由淺(qian)入深、由理(li)論到實踐的(de)(de)(de)從新排(pai)序，形成兩(liang)門(men)(men)課(ke)程一體化教學(xue)(xue)模式(shi)(shi)。無論是理(li)論教學(xue)(xue)上，還是實踐教學(xue)(xue)上，不但節約了(le)時間，更有(you)利于學(xue)(xue)生完成對知識的(de)(de)(de)學(xue)(xue)習掌握(wo)，在教學(xue)(xue)上可以收到事半功(gong)倍的(de)(de)(de)效果。

參考文獻：

[1]道路工(gong)程測(ce)量教(jiao)學改革探討[J].楊建(jian)光.北京(jing):教(jiao)育與職業,2010:138-139.

[2]道路(lu)勘測實(shi)習教學效果的綜合(he)評價[J].文暢平(ping).重慶:高(gao)等建筑教育,2006:86-89.

[3]工程測量教學(xue)內(nei)容改革初探[J].楊(yang)建(jian)光.張家口(kou):張家口(kou)職業技術學(xue)院學(xue)報(bao),2008:71-73.

篇6

【關鍵詞】工程教育(yu)；第三學期；人才培養(yang)；校企(qi)合作

0.引言

道路與橋(qiao)梁工(gong)(gong)(gong)程(cheng)技術(shu)專(zhuan)業(ye)(ye)（以下簡稱道橋(qiao)專(zhuan)業(ye)(ye)）學(xue)(xue)生(sheng)(sheng)畢業(ye)(ye)后主要去(qu)交通土(tu)建行(xing)業(ye)(ye)施(shi)(shi)工(gong)(gong)(gong)生(sheng)(sheng)產一線，從事道路、橋(qiao)梁等工(gong)(gong)(gong)程(cheng)施(shi)(shi)工(gong)(gong)(gong)生(sheng)(sheng)產領域中的關鍵崗(gang)位(wei)（公(gong)路工(gong)(gong)(gong)程(cheng)八種主要關鍵崗(gang)位(wei)：施(shi)(shi)工(gong)(gong)(gong)員(yuan)、技術(shu)員(yuan)、測量員(yuan)、質檢員(yuan)、內業(ye)(ye)員(yuan)、材料員(yuan)、試驗員(yuan)、計(ji)劃員(yuan)）工(gong)(gong)(gong)作(zuo)。這就(jiu)要求學(xue)(xue)生(sheng)(sheng)在專(zhuan)科學(xue)(xue)習過程(cheng)中注重(zhong)工(gong)(gong)(gong)程(cheng)實踐能力的培養，為以后就(jiu)業(ye)(ye)打下基礎。

1.第(di)三(san)學期工程教育(yu)改革

道橋(qiao)(qiao)(qiao)專(zhuan)(zhuan)業(ye)(ye)(ye)取消(xiao)暑(shu)假，實(shi)行三學(xue)(xue)(xue)(xue)期(qi)制，一、二學(xue)(xue)(xue)(xue)期(qi)以理(li)論教(jiao)學(xue)(xue)(xue)(xue)為(wei)主，第(di)三學(xue)(xue)(xue)(xue)期(qi)以實(shi)踐(jian)(jian)教(jiao)學(xue)(xue)(xue)(xue)為(wei)主。因(yin)為(wei)公路(lu)工(gong)程(cheng)(cheng)建(jian)設具有無(wu)重(zhong)復一次性的(de)(de)特點，使(shi)得(de)道橋(qiao)(qiao)(qiao)專(zhuan)(zhuan)業(ye)(ye)(ye)在(zai)實(shi)踐(jian)(jian)教(jiao)學(xue)(xue)(xue)(xue)中生產性實(shi)訓(xun)無(wu)法走進(jin)課堂，我們(men)緊(jin)緊(jin)依托(tuo)第(di)三學(xue)(xue)(xue)(xue)期(qi)，不(bu)斷加強實(shi)習(xi)基地的(de)(de)建(jian)設，突(tu)出第(di)三學(xue)(xue)(xue)(xue)期(qi)作為(wei)道橋(qiao)(qiao)(qiao)專(zhuan)(zhuan)業(ye)(ye)(ye)實(shi)踐(jian)(jian)教(jiao)學(xue)(xue)(xue)(xue)的(de)(de)重(zhong)要性，加大第(di)三學(xue)(xue)(xue)(xue)期(qi)實(shi)踐(jian)(jian)教(jiao)學(xue)(xue)(xue)(xue)的(de)(de)考核力(li)度，確保學(xue)(xue)(xue)(xue)生理(li)論知(zhi)識(shi)與實(shi)踐(jian)(jian)能力(li)的(de)(de)全面提高(gao)。在(zai)專(zhuan)(zhuan)業(ye)(ye)(ye)課課程(cheng)(cheng)體系的(de)(de)建(jian)設上，我們(men)從培養目標和(he)就業(ye)(ye)(ye)崗位(wei)入手，系統分析了公路(lu)工(gong)程(cheng)(cheng)一線施(shi)工(gong)人員(yuan)和(he)技(ji)術(shu)人員(yuan)的(de)(de)工(gong)作內(nei)容和(he)工(gong)作過程(cheng)(cheng)，總(zong)結歸納出崗位(wei)所需的(de)(de)知(zhi)識(shi)和(he)能力(li)，同(tong)時，根(gen)據不(bu)同(tong)知(zhi)識(shi)、能力(li)的(de)(de)權重(zhong)，進(jin)一步歸納總(zong)結，形成道橋(qiao)(qiao)(qiao)專(zhuan)(zhuan)業(ye)(ye)(ye)學(xue)(xue)(xue)(xue)生重(zhong)點培養的(de)(de)核心能力(li)——制（識(shi)）圖能力(li)、測量放樣能力(li)、施(shi)工(gong)技(ji)術(shu)和(he)常(chang)用(yong)工(gong)程(cheng)(cheng)軟件的(de)(de)應用(yong)。道橋(qiao)(qiao)(qiao)專(zhuan)(zhuan)業(ye)(ye)(ye)圍繞四種核心能力(li)，同(tong)時兼顧公路(lu)工(gong)程(cheng)(cheng)施(shi)工(gong)領域八種關(guan)鍵崗位(wei)的(de)(de)能力(li)需要構建(jian)專(zhuan)(zhuan)業(ye)(ye)(ye)課課程(cheng)(cheng)體系。

通過(guo)(guo)第三(san)學(xue)(xue)(xue)期(qi)的(de)(de)校(xiao)企(qi)合作，達到(dao)如下效(xiao)果首先，企(qi)業(ye)(ye)直接(jie)(jie)參與工(gong)程教育[1]。學(xue)(xue)(xue)校(xiao)邀請企(qi)業(ye)(ye)中的(de)(de)知名(ming)工(gong)程師來(lai)承擔技術類(lei)課(ke)程的(de)(de)教學(xue)(xue)(xue)[3]，學(xue)(xue)(xue)生(sheng)不僅(jin)可(ke)以(yi)(yi)學(xue)(xue)(xue)到(dao)理(li)論和方法，而且可(ke)以(yi)(yi)到(dao)項目現(xian)場實(shi)地觀摩，10級《公(gong)路管理(li)與實(shi)務》課(ke)程就采取了(le)(le)這(zhe)種(zhong)方式，丁(ding)振(zhen)娜老師在(zai)(zai)現(xian)場具有(you)豐富的(de)(de)經(jing)驗，考取了(le)(le)一級建造師、注冊監理(li)工(gong)程師。她在(zai)(zai)講本門課(ke)程的(de)(de)時候，把現(xian)場的(de)(de)經(jing)驗傳授給了(le)(le)學(xue)(xue)(xue)生(sheng)，為學(xue)(xue)(xue)生(sheng)考取二建提供了(le)(le)準備。其次(ci)，企(qi)業(ye)(ye)接(jie)(jie)納學(xue)(xue)(xue)生(sheng)實(shi)習(xi)。在(zai)(zai)第三(san)學(xue)(xue)(xue)期(qi)實(shi)習(xi)過(guo)(guo)程中，道橋(qiao)專業(ye)(ye)形成(cheng)了(le)(le)全員頂崗、帶薪實(shi)習(xi)、實(shi)踐(jian)全國、服務地方的(de)(de)特色。通過(guo)(guo)這(zhe)種(zhong)實(shi)習(xi)，學(xue)(xue)(xue)生(sheng)的(de)(de)實(shi)踐(jian)能力(li)得到(dao)了(le)(le)提高，鍛煉了(le)(le)試驗員、測量員、材料員、內業(ye)(ye)員等崗位能力(li)，也得到(dao)了(le)(le)一些工(gong)資報酬，基本上可(ke)以(yi)(yi)滿足半個學(xue)(xue)(xue)期(qi)的(de)(de)學(xue)(xue)(xue)費需要。通過(guo)(guo)三(san)學(xue)(xue)(xue)期(qi)的(de)(de)實(shi)踐(jian)能力(li)培養(yang)，工(gong)程人才培養(yang)形成(cheng)良(liang)性循環[2]。

2.在課堂教學(xue)上，以工(gong)程(cheng)任(ren)務和職業能力為載體進行工(gong)程(cheng)任(ren)務課程(cheng)化教學(xue)

員(yuan)崗(gang)位與(yu)職業(ye)能力、工程任務對應關系：

施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)員(yuan)工(gong)(gong)(gong)(gong)(gong)(gong)作任務：閱讀與校核施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)圖紙(zhi)；施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)方案(an)(an)設計；施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)組織與協(xie)(xie)調(diao)。職業能(neng)(neng)(neng)(neng)力(li)(li)(li)：熟(shu)練閱讀道路工(gong)(gong)(gong)(gong)(gong)(gong)程施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)圖紙(zhi)的能(neng)(neng)(neng)(neng)力(li)(li)(li)；具(ju)備基本的施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)圖校核能(neng)(neng)(neng)(neng)力(li)(li)(li)；掌握基本的公路工(gong)(gong)(gong)(gong)(gong)(gong)程施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)技術與工(gong)(gong)(gong)(gong)(gong)(gong)作流程，具(ju)備編(bian)寫施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)組織設計的能(neng)(neng)(neng)(neng)力(li)(li)(li)；具(ju)備多種施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)方案(an)(an)優化選擇(ze)的能(neng)(neng)(neng)(neng)力(li)(li)(li)；熟(shu)悉具(ju)體工(gong)(gong)(gong)(gong)(gong)(gong)程的施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)(gong)(gong)序，具(ju)備施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)現(xian)場的指揮能(neng)(neng)(neng)(neng)力(li)(li)(li)和決策能(neng)(neng)(neng)(neng)力(li)(li)(li)；具(ju)備協(xie)(xie)調(diao)施(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)各工(gong)(gong)(gong)(gong)(gong)(gong)種協(xie)(xie)同作業能(neng)(neng)(neng)(neng)力(li)(li)(li)。

技術(shu)(shu)員工(gong)(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)任務：閱讀與(yu)校核施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)圖紙；施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)過程(cheng)中(zhong)的(de)質量控制；施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)過程(cheng)中(zhong)的(de)一(yi)般(ban)設計(ji)。職業能(neng)力(li)(li)(li)：熟(shu)練閱讀道路(lu)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)圖紙的(de)能(neng)力(li)(li)(li)；具備(bei)(bei)施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)圖校核能(neng)力(li)(li)(li)；掌握基(ji)本的(de)公路(lu)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)技術(shu)(shu)與(yu)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)流程(cheng)，具備(bei)(bei)編(bian)寫施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)技術(shu)(shu)方(fang)案的(de)能(neng)力(li)(li)(li)；具備(bei)(bei)施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)前針(zhen)對不同工(gong)(gong)(gong)(gong)(gong)(gong)(gong)種(zhong)的(de)技術(shu)(shu)交底能(neng)力(li)(li)(li)；掌握具體工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)的(de)施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)序，能(neng)夠在工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)的(de)各(ge)個環節中(zhong)提供技術(shu)(shu)支持，保證施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)質量的(de)能(neng)力(li)(li)(li)；在工(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)師的(de)領導下(xia)，參與(yu)施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)技術(shu)(shu)創新，熟(shu)練運用力(li)(li)(li)學基(ji)礎(chu)知(zhi)識，具備(bei)(bei)一(yi)般(ban)構件的(de)設計(ji)能(neng)力(li)(li)(li)。

測(ce)量(liang)員工(gong)(gong)(gong)作任務：閱(yue)讀(du)與(yu)校核施(shi)工(gong)(gong)(gong)圖紙；施(shi)工(gong)(gong)(gong)過程中的(de)測(ce)量(liang)放樣；施(shi)工(gong)(gong)(gong)過程中的(de)測(ce)量(liang)數據的(de)分析(xi)與(yu)處理。職(zhi)業能(neng)(neng)力：熟練閱(yue)讀(du)道(dao)路工(gong)(gong)(gong)程施(shi)工(gong)(gong)(gong)圖紙的(de)能(neng)(neng)力；具(ju)(ju)備基(ji)本的(de)施(shi)工(gong)(gong)(gong)圖校核能(neng)(neng)力；具(ju)(ju)備常用(yong)測(ce)量(liang)儀器(qi)的(de)操作和日常維護(hu)能(neng)(neng)力；熟悉公路工(gong)(gong)(gong)程中各(ge)種構(gou)造物的(de)施(shi)工(gong)(gong)(gong)過程，具(ju)(ju)備施(shi)工(gong)(gong)(gong)放樣能(neng)(neng)力；能(neng)(neng)夠對測(ce)量(liang)數據進行分析(xi)處理，具(ju)(ju)備利用(yong)測(ce)量(liang)數據控(kong)制(zhi)施(shi)工(gong)(gong)(gong)的(de)能(neng)(neng)力；配合內(nei)業人員整理測(ce)量(liang)資料的(de)能(neng)(neng)力。

質(zhi)檢員工(gong)(gong)(gong)(gong)作任(ren)務：閱讀與(yu)校核施工(gong)(gong)(gong)(gong)圖紙(zhi)；施工(gong)(gong)(gong)(gong)過程(cheng)(cheng)的(de)質(zhi)量(liang)控(kong)制(zhi)。職(zhi)業(ye)能力(li)：熟練閱讀道路工(gong)(gong)(gong)(gong)程(cheng)(cheng)施工(gong)(gong)(gong)(gong)圖紙(zhi)的(de)能力(li)；具備基本的(de)施工(gong)(gong)(gong)(gong)圖校核能力(li)；熟練掌握公路工(gong)(gong)(gong)(gong)程(cheng)(cheng)施工(gong)(gong)(gong)(gong)技術規范(fan)與(yu)國(guo)家標準，具備施工(gong)(gong)(gong)(gong)過程(cheng)(cheng)中的(de)質(zhi)量(liang)檢查和控(kong)制(zhi)能力(li)。

內業(ye)員工(gong)(gong)作任務：閱讀與校核施工(gong)(gong)圖(tu)紙(zhi)；施工(gong)(gong)過(guo)程(cheng)(cheng)中內業(ye)資料整理與送檢。職業(ye)能(neng)(neng)力(li)：熟(shu)練閱讀道路工(gong)(gong)程(cheng)(cheng)施工(gong)(gong)圖(tu)紙(zhi)的(de)能(neng)(neng)力(li)；具備(bei)(bei)基(ji)本(ben)的(de)施工(gong)(gong)圖(tu)校核能(neng)(neng)力(li)；熟(shu)悉公路工(gong)(gong)程(cheng)(cheng)中各種構造(zao)物的(de)施工(gong)(gong)過(guo)程(cheng)(cheng)，具備(bei)(bei)施工(gong)(gong)過(guo)程(cheng)(cheng)中各種內業(ye)表格(ge)的(de)填寫能(neng)(neng)力(li)。

材(cai)(cai)料(liao)(liao)員工(gong)作(zuo)任務：工(gong)程(cheng)(cheng)(cheng)材(cai)(cai)料(liao)(liao)的(de)采(cai)購(gou)與驗(yan)收；工(gong)程(cheng)(cheng)(cheng)材(cai)(cai)料(liao)(liao)的(de)運(yun)輸(shu)與存(cun)儲。職業能(neng)力(li)：熟悉常(chang)用工(gong)程(cheng)(cheng)(cheng)材(cai)(cai)料(liao)(liao)的(de)技(ji)術性質和(he)標準，具備(bei)工(gong)程(cheng)(cheng)(cheng)材(cai)(cai)料(liao)(liao)的(de)采(cai)購(gou)與驗(yan)收能(neng)力(li)；掌握常(chang)用工(gong)程(cheng)(cheng)(cheng)材(cai)(cai)料(liao)(liao)的(de)物(wu)理性質和(he)化學性質，具備(bei)有關工(gong)程(cheng)(cheng)(cheng)材(cai)(cai)料(liao)(liao)的(de)運(yun)輸(shu)和(he)存(cun)儲知識，保證工(gong)程(cheng)(cheng)(cheng)材(cai)(cai)料(liao)(liao)在運(yun)輸(shu)和(he)存(cun)儲過程(cheng)(cheng)(cheng)中的(de)質量。

試(shi)(shi)驗(yan)(yan)(yan)員(yuan)工(gong)(gong)作任務：工(gong)(gong)程(cheng)材料(liao)的試(shi)(shi)驗(yan)(yan)(yan)、化(hua)(hua)(hua)驗(yan)(yan)(yan)。職業能(neng)力：掌(zhang)(zhang)握常用(yong)工(gong)(gong)程(cheng)材料(liao)的物理性(xing)質(zhi)和化(hua)(hua)(hua)學性(xing)質(zhi)，掌(zhang)(zhang)握常用(yong)工(gong)(gong)程(cheng)材料(liao)的試(shi)(shi)驗(yan)(yan)(yan)、化(hua)(hua)(hua)驗(yan)(yan)(yan)方法和程(cheng)序，具(ju)備(bei)工(gong)(gong)程(cheng)材料(liao)的試(shi)(shi)化(hua)(hua)(hua)驗(yan)(yan)(yan)操作能(neng)力。

計劃員工(gong)(gong)作任務：施(shi)工(gong)(gong)計劃的(de)(de)編(bian)制；施(shi)工(gong)(gong)過程(cheng)(cheng)的(de)(de)進度控制及工(gong)(gong)程(cheng)(cheng)量的(de)(de)核(he)算。職業能(neng)(neng)力(li)(li)：熟(shu)練閱(yue)讀(du)道(dao)路(lu)工(gong)(gong)程(cheng)(cheng)施(shi)工(gong)(gong)圖紙(zhi)的(de)(de)能(neng)(neng)力(li)(li)；熟(shu)悉公路(lu)工(gong)(gong)程(cheng)(cheng)各種構造物的(de)(de)施(shi)工(gong)(gong)過程(cheng)(cheng)和施(shi)工(gong)(gong)方法(fa)，具(ju)備(bei)編(bian)制施(shi)工(gong)(gong)進度計劃的(de)(de)能(neng)(neng)力(li)(li)；掌握工(gong)(gong)程(cheng)(cheng)量的(de)(de)計算方法(fa)，具(ju)備(bei)工(gong)(gong)程(cheng)(cheng)量的(de)(de)核(he)算能(neng)(neng)力(li)(li)；熟(shu)悉公路(lu)工(gong)(gong)程(cheng)(cheng)施(shi)工(gong)(gong)生(sheng)產的(de)(de)過程(cheng)(cheng)和特點，能(neng)(neng)夠根據施(shi)工(gong)(gong)生(sheng)產的(de)(de)實際情況提(ti)出變更，具(ju)備(bei)與工(gong)(gong)程(cheng)(cheng)建設的(de)(de)相關部門協調和溝通能(neng)(neng)力(li)(li)。

道(dao)橋專業核心課(ke)程(cheng)及相關任務(wu)如下：

（1）道路(lu)勘測(ce)設計：其(qi)任務是(shi)通過道路(lu)幾何參數和(he)道路(lu)構成的了解，具(ju)備道路(lu)工程(cheng)圖的制（識）圖能力，同時進一步強化(hua)施工測(ce)量放樣(yang)能力，為公(gong)路(lu)工程(cheng)的施工服(fu)務。

（2）道路(lu)工(gong)(gong)(gong)(gong)程(cheng)(cheng)測量：其任(ren)務(wu)是在具備(bei)測量儀器的(de)操作(zuo)能(neng)力基(ji)礎(chu)上，熟練閱讀公(gong)路(lu)工(gong)(gong)(gong)(gong)程(cheng)(cheng)施(shi)工(gong)(gong)(gong)(gong)圖，掌握(wo)基(ji)本的(de)施(shi)工(gong)(gong)(gong)(gong)程(cheng)(cheng)序，具備(bei)公(gong)路(lu)工(gong)(gong)(gong)(gong)程(cheng)(cheng)施(shi)工(gong)(gong)(gong)(gong)放(fang)樣能(neng)力和測量數據的(de)分析處(chu)理能(neng)力，能(neng)夠獨立完成公(gong)路(lu)工(gong)(gong)(gong)(gong)程(cheng)(cheng)的(de)施(shi)工(gong)(gong)(gong)(gong)測量任(ren)務(wu)。

（3）路(lu)(lu)基路(lu)(lu)面(mian)工(gong)程(cheng)：其任務(wu)是掌握路(lu)(lu)基的結構(gou)組(zu)成(cheng)及(ji)類型(xing)，路(lu)(lu)面(mian)的結構(gou)組(zu)成(cheng)及(ji)類型(xing)，路(lu)(lu)基路(lu)(lu)面(mian)工(gong)程(cheng)所(suo)用材料(liao)的技術性質和標(biao)準，路(lu)(lu)基路(lu)(lu)面(mian)工(gong)程(cheng)的施(shi)工(gong)過程(cheng)和具體的施(shi)工(gong)技術，完(wan)成(cheng)路(lu)(lu)基路(lu)(lu)面(mian)的施(shi)工(gong)任務(wu)。

（4）橋(qiao)梁(liang)(liang)工程(cheng)：其任(ren)務(wu)是掌握(wo)橋(qiao)梁(liang)(liang)的分類，橋(qiao)梁(liang)(liang)的組成和(he)各部分構造特點，橋(qiao)梁(liang)(liang)工程(cheng)圖的閱讀(du)，橋(qiao)梁(liang)(liang)工程(cheng)中所(suo)用(yong)材料的技術(shu)性質和(he)標準，橋(qiao)梁(liang)(liang)工程(cheng)的施(shi)工過程(cheng)和(he)施(shi)工方法，完成橋(qiao)梁(liang)(liang)工程(cheng)的施(shi)工任(ren)務(wu)。

教(jiao)師在講述(shu)以上課程(cheng)過程(cheng)中(zhong)，根據這些任(ren)務進(jin)行教(jiao)學，嚴格按照上述(shu)內容(rong)進(jin)行大(da)綱、課程(cheng)標(biao)準的編寫。在上課的過程(cheng)中(zhong)，教(jiao)師采(cai)取項(xiang)目法(fa)（工(gong)程(cheng)任(ren)務課程(cheng)化）、講授法(fa)、現場教(jiao)學法(fa)等方法(fa)教(jiao)學，道橋專業課堂(tang)氣氛活躍，學生課堂(tang)參(can)與(yu)積極性高。通(tong)過這種教(jiao)學方法(fa)與(yu)教(jiao)學方式的改革，學生掌握了道橋專業員(yuan)的基本(ben)理(li)論以及基本(ben)技能(neng)，工(gong)程(cheng)實踐能(neng)力間接提高。

3.結語

道橋專(zhuan)業(ye)工(gong)(gong)(gong)程教育改(gai)革不斷的(de)(de)(de)總結(jie)經驗，教學(xue)上不斷的(de)(de)(de)完(wan)善(shan)工(gong)(gong)(gong)程任務課程化教學(xue)改(gai)革，一(yi)批批畢業(ye)生的(de)(de)(de)工(gong)(gong)(gong)程實踐能力較(jiao)強，符合用人單位的(de)(de)(de)需(xu)要(yao)。道橋專(zhuan)業(ye)會繼續總結(jie)和提煉教學(xue)方(fang)法和教學(xue)方(fang)式(shi)，完(wan)善(shan)人才培養(yang)方(fang)案，培養(yang)出更(geng)多企業(ye)需(xu)要(yao)的(de)(de)(de)高層次的(de)(de)(de)人才。

【參考文獻】

[1]查建(jian)中(zhong)，何永汕.中(zhong)國(guo)工程教育改(gai)革三大戰略[M].北京：北京理工大學出版社，2010.

篇7

關鍵詞(ci)：道路橋梁；施工；協調性；管(guan)理

中(zhong)圖分類號：K928文獻標(biao)識碼： A

引言

隨著(zhu)國(guo)民經(jing)濟(ji)的(de)發展(zhan)和(he)城(cheng)市(shi)化進(jin)(jin)程(cheng)的(de)加快，城(cheng)市(shi)人(ren)口越(yue)來(lai)越(yue)多(duo)(duo)(duo)，城(cheng)市(shi)規模越(yue)來(lai)越(yue)大，這(zhe)不(bu)僅(jin)讓更多(duo)(duo)(duo)人(ren)的(de)生(sheng)活水(shui)平(ping)和(he)居住環境(jing)得到了提(ti)高，也標(biao)志著(zhu)我(wo)國(guo)的(de)經(jing)濟(ji)發展(zhan)水(shui)平(ping)的(de)顯著(zhu)提(ti)升(sheng)。但是，伴隨著(zhu)發展(zhan)問題也隨之而(er)(er)來(lai)，其中交通(tong)壓力是主(zhu)要的(de)問題之一，而(er)(er)為了解決這(zhe)一問題，市(shi)政(zheng)道路(lu)、橋(qiao)(qiao)(qiao)梁、地(di)鐵建(jian)設(she)項目也越(yue)來(lai)越(yue)多(duo)(duo)(duo)。目前，很多(duo)(duo)(duo)城(cheng)市(shi)都在進(jin)(jin)行市(shi)容(rong)改進(jin)(jin)，市(shi)政(zheng)道路(lu)橋(qiao)(qiao)(qiao)梁工(gong)程(cheng)已經(jing)處(chu)在快速發展(zhan)階段，越(yue)來(lai)越(yue)多(duo)(duo)(duo)的(de)老舊市(shi)政(zheng)路(lu)橋(qiao)(qiao)(qiao)被拆除重建(jian)，出于封閉施(shi)工(gong)的(de)要求，交通(tong)擁堵現象也屢見(jian)不(bu)鮮。為了達到比較良(liang)好的(de)交通(tong)運行效果(guo)，還(huan)需要施(shi)工(gong)單位強化施(shi)工(gong)現場(chang)管理的(de)協(xie)調工(gong)作，所(suo)以加強對市(shi)政(zheng)道路(lu)橋(qiao)(qiao)(qiao)梁施(shi)工(gong)協(xie)調性(xing)管理問題的(de)研究刻(ke)不(bu)容(rong)緩。

一(yi)、市(shi)政道路施工協調管理的意義

市政道路(lu)施工(gong)管(guan)(guan)理特別強調(diao)的(de)(de)是(shi)過(guo)程管(guan)(guan)理，包含施工(gong)計劃、施工(gong)控制、施工(gong)組織、施工(gong)指揮、施工(gong)協(xie)調(diao)等(deng)五個(ge)方(fang)(fang)面(mian)，而五個(ge)方(fang)(fang)面(mian)中又(you)以施工(gong)協(xie)調(diao)為核(he)心，并且這(zhe)五個(ge)方(fang)(fang)面(mian)又(you)強調(diao)相互之間的(de)(de)協(xie)調(diao)一致。通(tong)過(guo)協(xie)商、約(yue)定、談判、溝(gou)通(tong)、協(xie)議、交互等(deng)協(xie)調(diao)方(fang)(fang)式，對與施工(gong)有關(guan)的(de)(de)各個(ge)部門和活動進行調(diao)節和協(xie)商，調(diao)動一切相關(guan)組織的(de)(de)力量，使之緊(jin)密配合、協(xie)作一致，形(xing)成最大的(de)(de)合力，以保證道路(lu)施工(gong)項目高質量地(di)完成。

二、市政道(dao)路(lu)橋梁(liang)施(shi)工協調(diao)管理存在的問題

（一）施工技術(shu)方面

在市(shi)政道路橋梁工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)中，道路橋梁工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)項目(mu)規模大(da)(da)、工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)期緊，周期長，參與建筑施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)單位的(de)(de)(de)資質(zhi)不同，很多道路橋梁工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)單位缺乏專業對(dui)口和(he)相對(dui)穩(wen)定的(de)(de)(de)施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)人(ren)員(yuan)(yuan)及現(xian)(xian)場施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)管(guan)理(li)人(ren)員(yuan)(yuan)，并且施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)業人(ren)員(yuan)(yuan)的(de)(de)(de)施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)技術水平(ping)有限，素質(zhi)又(you)高有低，施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)人(ren)員(yuan)(yuan)不按規范所(suo)要求的(de)(de)(de)施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)藝、技術標準的(de)(de)(de)要求施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)，造(zao)(zao)成道路橋梁工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)質(zhi)量(liang)不合(he)(he)格。另外現(xian)(xian)場施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)操(cao)作(zuo)型工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)序產品(pin)(pin)(pin)面(mian)較(jiao)大(da)(da)，采(cai)取(qu)全(quan)面(mian)檢查是難(nan)以實現(xian)(xian)的(de)(de)(de)，但采(cai)取(qu)抽檢的(de)(de)(de)方法，往往又(you)導致了一些產品(pin)(pin)(pin)質(zhi)量(liang)問題(ti)的(de)(de)(de)遺漏(lou)。所(suo)以怎樣實現(xian)(xian)操(cao)作(zuo)型工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)序產品(pin)(pin)(pin)成果的(de)(de)(de)全(quan)面(mian)控制是一個較(jiao)為突出的(de)(de)(de)問題(ti)。在施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)過程(cheng)(cheng)中，對(dui)現(xian)(xian)場施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)序產品(pin)(pin)(pin)質(zhi)量(liang)的(de)(de)(de)檢測出現(xian)(xian)的(de)(de)(de)偏(pian)(pian)差(cha)(cha)是不可(ke)避(bi)免的(de)(de)(de)，需要施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)管(guan)理(li)人(ren)員(yuan)(yuan)對(dui)偏(pian)(pian)差(cha)(cha)及時(shi)(shi)采(cai)取(qu)糾(jiu)正措施(shi)。由(you)于市(shi)政工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)量(liang)較(jiao)大(da)(da)，糾(jiu)證偏(pian)(pian)差(cha)(cha)的(de)(de)(de)難(nan)度(du)系數及損失比較(jiao)大(da)(da)，糾(jiu)正偏(pian)(pian)差(cha)(cha)措施(shi)的(de)(de)(de)決(jue)策、實施(shi)也較(jiao)為困難(nan)。在實踐中，操(cao)作(zuo)型工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)序出了偏(pian)(pian)差(cha)(cha)若不及時(shi)(shi)糾(jiu)正往往會造(zao)(zao)成大(da)(da)面(mian)積返工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)，為了預防偏(pian)(pian)差(cha)(cha)的(de)(de)(de)出現(xian)(xian)，關(guan)鍵(jian)是事前控制。事前控制包括：施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)技術及施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)人(ren)員(yuan)(yuan)的(de)(de)(de)管(guan)理(li)及控制，及對(dui)施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)人(ren)員(yuan)(yuan)崗(gang)前的(de)(de)(de)培(pei)訓，保證其有一定施(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)技術及專業知識，保證道路橋梁工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)的(de)(de)(de)按時(shi)(shi)順利完工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)，同時(shi)(shi)確保道路橋梁工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)的(de)(de)(de)質(zhi)量(liang)合(he)(he)格。

（二）施工現場

市(shi)(shi)(shi)政(zheng)(zheng)道(dao)路(lu)橋(qiao)(qiao)梁(liang)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)現場(chang)管(guan)(guan)理(li)(li)水(shui)平的(de)(de)(de)(de)(de)(de)高(gao)低(di)直接反映了市(shi)(shi)(shi)政(zheng)(zheng)道(dao)路(lu)橋(qiao)(qiao)梁(liang)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)企業管(guan)(guan)理(li)(li)水(shui)平的(de)(de)(de)(de)(de)(de)高(gao)低(di)。目前，在市(shi)(shi)(shi)政(zheng)(zheng)道(dao)路(lu)橋(qiao)(qiao)梁(liang)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)現場(chang)組織(zhi)協(xie)調管(guan)(guan)理(li)(li)上存在的(de)(de)(de)(de)(de)(de)問(wen)題比較普(pu)遍，由于當(dang)前的(de)(de)(de)(de)(de)(de)社會現狀，幾乎所有(you)(you)的(de)(de)(de)(de)(de)(de)市(shi)(shi)(shi)政(zheng)(zheng)道(dao)路(lu)橋(qiao)(qiao)梁(liang)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)都(dou)實行分包(bao)政(zheng)(zheng)策，將一(yi)(yi)個大的(de)(de)(de)(de)(de)(de)市(shi)(shi)(shi)政(zheng)(zheng)道(dao)路(lu)橋(qiao)(qiao)梁(liang)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)分包(bao)給各個不(bu)同的(de)(de)(de)(de)(de)(de)專業施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)單位和勞務分包(bao)單位。各個分包(bao)單位之間在各自分包(bao)的(de)(de)(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)作任務上很難(nan)進行統(tong)一(yi)(yi)的(de)(de)(de)(de)(de)(de)協(xie)調管(guan)(guan)理(li)(li)，由于各工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)承包(bao)單位大多只重視自身的(de)(de)(de)(de)(de)(de)益，各干各的(de)(de)(de)(de)(de)(de)、沒有(you)(you)或者(zhe)(zhe)很少相互協(xie)調，使(shi)市(shi)(shi)(shi)政(zheng)(zheng)道(dao)路(lu)橋(qiao)(qiao)梁(liang)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)現場(chang)出現一(yi)(yi)定程(cheng)(cheng)(cheng)度的(de)(de)(de)(de)(de)(de)混亂；再者(zhe)(zhe)施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)單位的(de)(de)(de)(de)(de)(de)市(shi)(shi)(shi)政(zheng)(zheng)道(dao)路(lu)橋(qiao)(qiao)梁(liang)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)組織(zhi)管(guan)(guan)理(li)(li)不(bu)健全(quan)(quan)、不(bu)重視；施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)現場(chang)施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)序沒有(you)(you)合理(li)(li)的(de)(de)(de)(de)(de)(de)安排，安全(quan)(quan)設施(shi)(shi)(shi)(shi)(shi)不(bu)齊(qi)全(quan)(quan)，材料隨(sui)意堆(dui)放，施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)人(ren)員管(guan)(guan)理(li)(li)不(bu)當(dang)，調度不(bu)夠(gou)準確(que)等問(wen)題，導致(zhi)市(shi)(shi)(shi)政(zheng)(zheng)道(dao)路(lu)橋(qiao)(qiao)梁(liang)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)期延誤，市(shi)(shi)(shi)政(zheng)(zheng)道(dao)路(lu)橋(qiao)(qiao)梁(liang)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)質量不(bu)達標，市(shi)(shi)(shi)政(zheng)(zheng)道(dao)路(lu)橋(qiao)(qiao)梁(liang)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)過(guo)程(cheng)(cheng)(cheng)中安全(quan)(quan)事故(gu)頻出等問(wen)題，給國(guo)家(jia)、企業及個人(ren)都(dou)帶來巨大的(de)(de)(de)(de)(de)(de)損失。

（三）施工(gong)隊伍管(guan)理(li)

市政(zheng)道(dao)路(lu)(lu)橋(qiao)(qiao)梁工(gong)(gong)(gong)(gong)(gong)程(cheng)施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)隊伍是工(gong)(gong)(gong)(gong)(gong)程(cheng)施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)的(de)根(gen)本。目前，市政(zheng)道(dao)路(lu)(lu)橋(qiao)(qiao)梁工(gong)(gong)(gong)(gong)(gong)程(cheng)施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)隊伍，在(zai)人(ren)員管理，個人(ren)素質(zhi)、人(ren)員技術(shu)水平、團隊配合等(deng)(deng)方面上有很(hen)多不足，還有在(zai)市政(zheng)道(dao)路(lu)(lu)橋(qiao)(qiao)梁工(gong)(gong)(gong)(gong)(gong)程(cheng)施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)中拖欠(qian)工(gong)(gong)(gong)(gong)(gong)資現(xian)象還是屢禁不止，施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)作業人(ren)員不能安(an)心(xin)的(de)進(jin)行工(gong)(gong)(gong)(gong)(gong)作，作業人(ren)的(de)責(ze)任心(xin)和積(ji)極性不高，施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)過程(cheng)中不按相關規范(fan)要求和技術(shu)標準施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)等(deng)(deng)因素，導致(zhi)工(gong)(gong)(gong)(gong)(gong)程(cheng)施(shi)(shi)工(gong)(gong)(gong)(gong)(gong)中出現(xian)質(zhi)量(liang)問(wen)題和質(zhi)量(liang)缺陷，給市政(zheng)道(dao)路(lu)(lu)橋(qiao)(qiao)梁工(gong)(gong)(gong)(gong)(gong)程(cheng)的(de)整體(ti)成本控制、進(jin)度控制、質(zhi)量(liang)控制帶來很(hen)大的(de)影響。

三、市政道路橋梁施工協調性(xing)管理的方法對策

（―）加強協調性管理的具體對策及措施

1.技術上的(de)協調性管(guan)理

為(wei)了減少因市(shi)(shi)政道路(lu)橋(qiao)(qiao)梁(liang)工(gong)(gong)程(cheng)(cheng)(cheng)(cheng)施(shi)工(gong)(gong)技(ji)術問(wen)題帶(dai)來(lai)的(de)(de)(de)協調問(wen)題，就要做到熟(shu)悉市(shi)(shi)政道路(lu)橋(qiao)(qiao)梁(liang)工(gong)(gong)程(cheng)(cheng)(cheng)(cheng)設(she)(she)計(ji)圖(tu)(tu)紙(zhi)(zhi)，做好圖(tu)(tu)紙(zhi)(zhi)會簽。市(shi)(shi)政道路(lu)橋(qiao)(qiao)梁(liang)工(gong)(gong)程(cheng)(cheng)(cheng)(cheng)圖(tu)(tu)紙(zhi)(zhi)會簽（設(she)(she)計(ji)交底），有助(zhu)于發包方(fang)(fang)、設(she)(she)計(ji)、施(shi)工(gong)(gong)、監理(li)、設(she)(she)備材料供應等工(gong)(gong)程(cheng)(cheng)(cheng)(cheng)各參與方(fang)(fang)進(jin)(jin)一(yi)步(bu)了解(jie)工(gong)(gong)程(cheng)(cheng)(cheng)(cheng)的(de)(de)(de)建設(she)(she)意(yi)圖(tu)(tu)，對于各方(fang)(fang)的(de)(de)(de)疑問(wen)進(jin)(jin)行(xing)現(xian)場的(de)(de)(de)交流和解(jie)答，推動工(gong)(gong)程(cheng)(cheng)(cheng)(cheng)項目建設(she)(she)的(de)(de)(de)順利進(jin)(jin)行(xing)。比(bi)如設(she)(she)計(ji)方(fang)(fang)設(she)(she)計(ji)的(de)(de)(de)工(gong)(gong)程(cheng)(cheng)(cheng)(cheng)施(shi)工(gong)(gong)圖(tu)(tu)紙(zhi)(zhi)一(yi)般較為(wei)嚴密(mi)和完整，但(dan)與其他工(gong)(gong)程(cheng)(cheng)(cheng)(cheng)參與方(fang)(fang)的(de)(de)(de)實際施(shi)工(gong)(gong)條件不一(yi)定能(neng)夠保持(chi)一(yi)致。這就需要在市(shi)(shi)政道路(lu)橋(qiao)(qiao)梁(liang)工(gong)(gong)程(cheng)(cheng)(cheng)(cheng)圖(tu)(tu)紙(zhi)(zhi)會簽時提出(chu)相關問(wen)題，各方(fang)(fang)予以積極解(jie)決(jue)，必要時進(jin)(jin)行(xing)設(she)(she)計(ji)變更(geng)。

2.管理(li)上的協調(diao)性管理(li)

健全的(de)(de)(de)市(shi)(shi)(shi)政(zheng)(zheng)道(dao)(dao)(dao)路橋(qiao)(qiao)梁(liang)(liang)(liang)工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)管(guan)理協(xie)調(diao)(diao)制度(du)(du)，首先要來源于市(shi)(shi)(shi)政(zheng)(zheng)道(dao)(dao)(dao)路橋(qiao)(qiao)梁(liang)(liang)(liang)工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)管(guan)理層過硬的(de)(de)(de)市(shi)(shi)(shi)政(zheng)(zheng)道(dao)(dao)(dao)路橋(qiao)(qiao)梁(liang)(liang)(liang)工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)的(de)(de)(de)施(shi)(shi)工(gong)技術(shu)。通過管(guan)理以(yi)減少市(shi)(shi)(shi)政(zheng)(zheng)道(dao)(dao)(dao)路橋(qiao)(qiao)梁(liang)(liang)(liang)工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)施(shi)(shi)工(gong)中各(ge)(ge)(ge)(ge)專業的(de)(de)(de)配合問(wen)題，建(jian)立(li)(li)統(tong)一領導，由專人(ren)統(tong)一指(zhi)揮，進行各(ge)(ge)(ge)(ge)市(shi)(shi)(shi)政(zheng)(zheng)道(dao)(dao)(dao)路橋(qiao)(qiao)梁(liang)(liang)(liang)工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)施(shi)(shi)工(gong)單(dan)位的(de)(de)(de)協(xie)調(diao)(diao)工(gong)作。建(jian)立(li)(li)切實可行的(de)(de)(de)市(shi)(shi)(shi)政(zheng)(zheng)道(dao)(dao)(dao)路橋(qiao)(qiao)梁(liang)(liang)(liang)工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)問(wen)題責(ze)任(ren)制度(du)(du)，在責(ze)任(ren)制度(du)(du)的(de)(de)(de)基(ji)礎上建(jian)立(li)(li)獎懲制度(du)(du)，提高(gao)市(shi)(shi)(shi)政(zheng)(zheng)道(dao)(dao)(dao)路橋(qiao)(qiao)梁(liang)(liang)(liang)工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)施(shi)(shi)工(gong)人(ren)員的(de)(de)(de)責(ze)任(ren)心和積極性；建(jian)立(li)(li)嚴(yan)格(ge)的(de)(de)(de)隱蔽驗收與(yu)中間(jian)驗收制度(du)(du)。隱蔽驗收與(yu)中間(jian)驗收是做好市(shi)(shi)(shi)政(zheng)(zheng)道(dao)(dao)(dao)路橋(qiao)(qiao)梁(liang)(liang)(liang)工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)協(xie)調(diao)(diao)管(guan)理工(gong)作的(de)(de)(de)關鍵。要抓(zhua)好市(shi)(shi)(shi)政(zheng)(zheng)道(dao)(dao)(dao)路橋(qiao)(qiao)梁(liang)(liang)(liang)工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)各(ge)(ge)(ge)(ge)個關鍵環(huan)節，比如在市(shi)(shi)(shi)政(zheng)(zheng)道(dao)(dao)(dao)路橋(qiao)(qiao)梁(liang)(liang)(liang)工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)從圖紙階(jie)段進入實施(shi)(shi)階(jie)段時，各(ge)(ge)(ge)(ge)專業之間(jian)的(de)(de)(de)問(wen)題會比較形(xing)象直觀(guan)，這時候市(shi)(shi)(shi)政(zheng)(zheng)道(dao)(dao)(dao)路橋(qiao)(qiao)梁(liang)(liang)(liang)工(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)施(shi)(shi)工(gong)中問(wen)題更容(rong)易(yi)被發現，同時也(ye)最容(rong)易(yi)解決和補(bu)救(jiu)。

3.組織協調

建立專門(men)的(de)(de)(de)市政(zheng)道路(lu)(lu)橋梁(liang)工(gong)(gong)(gong)(gong)程協調會議制(zhi)度(du)，要強調的(de)(de)(de)一(yi)(yi)點是，不(bu)論是會審、會簽還是市政(zheng)道路(lu)(lu)橋梁(liang)工(gong)(gong)(gong)(gong)程的(de)(de)(de)隱蔽驗收，每一(yi)(yi)個(ge)制(zhi)度(du)的(de)(de)(de)制(zhi)定決不(bu)能(neng)走(zou)形式，而(er)要落實到市政(zheng)道路(lu)(lu)橋梁(liang)工(gong)(gong)(gong)(gong)程施工(gong)(gong)(gong)(gong)中(zhong)，實實在(zai)(zai)在(zai)(zai)執行(xing)，所(suo)有的(de)(de)(de)市政(zheng)道路(lu)(lu)橋梁(liang)工(gong)(gong)(gong)(gong)程技術管(guan)理人(ren)員(yuan)，對自(zi)己的(de)(de)(de)工(gong)(gong)(gong)(gong)作、簽名都(dou)要承擔相(xiang)關責任(ren)。值(zhi)得注意的(de)(de)(de)是，當大家在(zai)(zai)統(tong)一(yi)(yi)領(ling)導下，在(zai)(zai)市政(zheng)道路(lu)(lu)橋梁(liang)工(gong)(gong)(gong)(gong)程中(zhong)相(xiang)關的(de)(de)(de)獎罰(fa)措施激勵下，一(yi)(yi)定可以一(yi)(yi)級一(yi)(yi)級落到實處(chu)。

（二）及時總結經驗教訓

作(zuo)為市政(zheng)道(dao)(dao)路(lu)橋梁(liang)(liang)工(gong)(gong)程(cheng)(cheng)技(ji)術管理(li)人員，要善于不斷地總(zong)結市政(zheng)道(dao)(dao)路(lu)橋梁(liang)(liang)工(gong)(gong)程(cheng)(cheng)工(gong)(gong)作(zuo)中(zhong)(zhong)的(de)經驗教訓，做好市政(zheng)道(dao)(dao)路(lu)橋梁(liang)(liang)工(gong)(gong)程(cheng)(cheng)施工(gong)(gong)中(zhong)(zhong)的(de)協(xie)調管理(li)工(gong)(gong)作(zuo)，確保(bao)市政(zheng)道(dao)(dao)路(lu)橋梁(liang)(liang)工(gong)(gong)程(cheng)(cheng)的(de)施工(gong)(gong)質(zhi)量(liang)，促進自(zi)身管理(li)水平的(de)提升。

（三(san)）提升工作人員的專業(ye)素質

我(wo)們知道，在工(gong)程的(de)施(shi)工(gong)過程中(zhong)都是“以(yi)人為本”，因此(ci)，要(yao)想提高道路橋梁(liang)工(gong)程的(de)施(shi)工(gong)質量，就(jiu)需要(yao)提升施(shi)工(gong)人員的(de)專業素質，其具(ju)體(ti)做法如下(xia):

1.提高道路橋梁工(gong)(gong)程(cheng)施(shi)工(gong)(gong)人(ren)員(yuan)的施(shi)工(gong)(gong)質(zhi)量(liang)意(yi)識，使所有的施(shi)工(gong)(gong)人(ren)員(yuan)都能夠重(zhong)視(shi)道路橋梁工(gong)(gong)程(cheng)施(shi)工(gong)(gong)的質(zhi)量(liang)，并且在(zai)他們(men)心(xin)中(zhong)樹(shu)立起施(shi)工(gong)(gong)質(zhi)量(liang)第一的意(yi)識；

2.完善道路橋(qiao)梁(liang)工(gong)程施(shi)工(gong)質(zhi)量和安全的崗位(wei)責任制度(du)，提(ti)高施(shi)工(gong)條件，平等(deng)公平地激勵施(shi)工(gong)人員的勞動熱情；

3.加強對(dui)道路橋(qiao)梁工(gong)程施工(gong)人(ren)員的(de)培訓和考核，對(dui)他們(men)進行技術水平以及人(ren)員資格(ge)相關方面的(de)認證。

結束語

市(shi)(shi)(shi)(shi)政(zheng)道(dao)路(lu)(lu)橋(qiao)(qiao)梁(liang)(liang)工(gong)(gong)(gong)程(cheng)(cheng)施(shi)工(gong)(gong)(gong)協(xie)調性管理(li)工(gong)(gong)(gong)作，是目(mu)(mu)前市(shi)(shi)(shi)(shi)政(zheng)道(dao)路(lu)(lu)橋(qiao)(qiao)梁(liang)(liang)工(gong)(gong)(gong)程(cheng)(cheng)施(shi)工(gong)(gong)(gong)管理(li)工(gong)(gong)(gong)作中(zhong)非常重(zhong)要(yao)的(de)(de)(de)(de)環節，而(er)(er)且存(cun)在于整個市(shi)(shi)(shi)(shi)政(zheng)道(dao)路(lu)(lu)橋(qiao)(qiao)梁(liang)(liang)工(gong)(gong)(gong)程(cheng)(cheng)施(shi)工(gong)(gong)(gong)管理(li)的(de)(de)(de)(de)全壽(shou)命(ming)周期(qi)。市(shi)(shi)(shi)(shi)政(zheng)道(dao)路(lu)(lu)橋(qiao)(qiao)梁(liang)(liang)工(gong)(gong)(gong)程(cheng)(cheng)施(shi)工(gong)(gong)(gong)中(zhong)的(de)(de)(de)(de)協(xie)調工(gong)(gong)(gong)作，牽涉面廣且又瑣碎，突(tu)顯出了(le)各專業(ye)協(xie)調對市(shi)(shi)(shi)(shi)政(zheng)道(dao)路(lu)(lu)橋(qiao)(qiao)梁(liang)(liang)工(gong)(gong)(gong)程(cheng)(cheng)施(shi)工(gong)(gong)(gong)的(de)(de)(de)(de)重(zhong)要(yao)性。所以，必須(xu)逐步地提升市(shi)(shi)(shi)(shi)政(zheng)道(dao)路(lu)(lu)橋(qiao)(qiao)梁(liang)(liang)工(gong)(gong)(gong)程(cheng)(cheng)施(shi)工(gong)(gong)(gong)項(xiang)目(mu)(mu)管理(li)與協(xie)調的(de)(de)(de)(de)水平，從(cong)而(er)(er)確保(bao)市(shi)(shi)(shi)(shi)政(zheng)道(dao)路(lu)(lu)橋(qiao)(qiao)梁(liang)(liang)工(gong)(gong)(gong)程(cheng)(cheng)的(de)(de)(de)(de)質量達(da)到預期(qi)的(de)(de)(de)(de)目(mu)(mu)標，實現生產安全零事故，保(bao)障人民群(qun)眾的(de)(de)(de)(de)生命(ming)財產安全，取得(de)較為顯著的(de)(de)(de)(de)社會經(jing)濟效(xiao)益，并(bing)促進城市(shi)(shi)(shi)(shi)交通(tong)建設的(de)(de)(de)(de)發展。

參考文獻：

[1]湯燕妮,張(zhang)愛民.市政(zheng)道路橋梁施工中存在(zai)的問題及對策[J].經營管理者,2014,07:307.

[2]高(gao)偉.探討(tao)市政道路橋梁工(gong)程的(de)施工(gong)問題[J].中(zhong)華(hua)民居(ju)(下旬(xun)刊),2014,02:291.

[3]張凱.芻議(yi)當(dang)下市政(zheng)道路橋梁施工質量(liang)通(tong)病防治處(chu)理(li)[J].江西建(jian)材,2014,03:198.

篇8

工(gong)(gong)學(xue)(xue)(xue)結合(he)的(de)(de)(de)項目(mu)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)模(mo)式是(shi)高(gao)(gao)(gao)職(zhi)(zhi)教育課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)模(mo)式改(gai)革的(de)(de)(de)科(ke)學(xue)(xue)(xue)選擇。一(yi)(yi)直以來(lai)主(zhu)導高(gao)(gao)(gao)職(zhi)(zhi)教育的(de)(de)(de)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)模(mo)式是(shi)學(xue)(xue)(xue)科(ke)課(ke)(ke)程(cheng)(cheng)(cheng)(cheng)(cheng)模(mo)式，其基礎體(ti)系是(shi)學(xue)(xue)(xue)科(ke)體(ti)系的(de)(de)(de)知識(shi)體(ti)系。研究(jiu)者(zhe)們常(chang)按照(zhao)學(xue)(xue)(xue)科(ke)本(ben)身發(fa)展(zhan)的(de)(de)(de)需(xu)(xu)要(yao)進(jin)(jin)行(xing)研究(jiu)，而不是(shi)按照(zhao)生(sheng)(sheng)(sheng)產或(huo)生(sheng)(sheng)(sheng)活(huo)的(de)(de)(de)需(xu)(xu)要(yao)進(jin)(jin)行(xing)研究(jiu)，這就(jiu)導致學(xue)(xue)(xue)科(ke)的(de)(de)(de)發(fa)展(zhan)往往與(yu)生(sheng)(sheng)(sheng)產、生(sheng)(sheng)(sheng)活(huo)的(de)(de)(de)發(fa)展(zhan)有所(suo)脫節，其培(pei)養的(de)(de)(de)目(mu)標(biao)也(ye)是(shi)以學(xue)(xue)(xue)術型專門人(ren)才為主(zhu)，而這已不符合(he)當今高(gao)(gao)(gao)職(zhi)(zhi)類院校人(ren)才培(pei)養的(de)(de)(de)方向。針(zhen)對此種(zhong)情況(kuang)，道路(lu)橋(qiao)梁工(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)技術專業(ye)(ye)高(gao)(gao)(gao)等職(zhi)(zhi)業(ye)(ye)技術教育定位(wei)(wei)就(jiu)是(shi)要(yao)針(zhen)對高(gao)(gao)(gao)等職(zhi)(zhi)業(ye)(ye)院校學(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)特(te)點，培(pei)養學(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)社會適應(ying)性，提高(gao)(gao)(gao)學(xue)(xue)(xue)習能(neng)力(li)(li)(li)，學(xue)(xue)(xue)會交流溝(gou)通(tong)和(he)團隊協作(zuo)(zuo)，提高(gao)(gao)(gao)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)的(de)(de)(de)實踐能(neng)力(li)(li)(li)、創造能(neng)力(li)(li)(li)、就(jiu)業(ye)(ye)能(neng)力(li)(li)(li)和(he)創業(ye)(ye)能(neng)力(li)(li)(li)。根(gen)據職(zhi)(zhi)業(ye)(ye)技術領(ling)域和(he)職(zhi)(zhi)業(ye)(ye)崗(gang)(gang)位(wei)(wei)(群(qun))的(de)(de)(de)任(ren)職(zhi)(zhi)要(yao)求(qiu)，分析高(gao)(gao)(gao)職(zhi)(zhi)學(xue)(xue)(xue)生(sheng)(sheng)(sheng)職(zhi)(zhi)業(ye)(ye)崗(gang)(gang)位(wei)(wei)素質要(yao)求(qiu)，調查(cha)路(lu)橋(qiao)專業(ye)(ye)職(zhi)(zhi)業(ye)(ye)崗(gang)(gang)位(wei)(wei)群(qun)能(neng)力(li)(li)(li)要(yao)求(qiu)，參照(zhao)交通(tong)部行(xing)業(ye)(ye)相關的(de)(de)(de)職(zhi)(zhi)業(ye)(ye)資格標(biao)準，按交通(tong)土建企(qi)業(ye)(ye)的(de)(de)(de)路(lu)基工(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)、路(lu)面工(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)、橋(qiao)梁工(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)的(de)(de)(de)三個工(gong)(gong)作(zuo)(zuo)崗(gang)(gang)位(wei)(wei)中(zhong)完成某一(yi)(yi)具體(ti)的(de)(de)(de)施工(gong)(gong)工(gong)(gong)作(zuo)(zuo)任(ren)務(wu)時所(suo)需(xu)(xu)遵守的(de)(de)(de)程(cheng)(cheng)(cheng)(cheng)(cheng)序工(gong)(gong)作(zuo)(zuo)過程(cheng)(cheng)(cheng)(cheng)(cheng)分別(bie)采取了問卷(juan)法(fa)(fa)、座談會法(fa)(fa)、直接(jie)觀察法(fa)(fa)、某工(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)項目(mu)跟蹤(zong)法(fa)(fa)進(jin)(jin)行(xing)了調查(cha)，形成了職(zhi)(zhi)業(ye)(ye)行(xing)動領(ling)域的(de)(de)(de)典(dian)型工(gong)(gong)作(zuo)(zuo)任(ren)務(wu)。

2道路橋梁(liang)施工項目課程教學設計

課(ke)程(cheng)(cheng)(cheng)設計理(li)念(nian)主要包括兩個方面(mian)(mian)：①《道(dao)路(lu)(lu)橋(qiao)(qiao)梁(liang)(liang)施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)》課(ke)程(cheng)(cheng)(cheng)知識(shi)選擇與(yu)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)實踐相結(jie)合。通(tong)過(guo)(guo)對(dui)道(dao)路(lu)(lu)橋(qiao)(qiao)梁(liang)(liang)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)技(ji)(ji)術專業(ye)按基(ji)于工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)過(guo)(guo)程(cheng)(cheng)(cheng)的(de)(de)工(gong)(gong)(gong)(gong)作(zuo)崗位對(dui)知識(shi)、綜(zong)合素(su)(su)質、職(zhi)業(ye)技(ji)(ji)能的(de)(de)任職(zhi)要求，參照相關的(de)(de)職(zhi)業(ye)資格標(biao)準，對(dui)道(dao)路(lu)(lu)橋(qiao)(qiao)梁(liang)(liang)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)技(ji)(ji)術專業(ye)職(zhi)業(ye)崗位的(de)(de)知識(shi)內容進行選擇，初步形(xing)成了《道(dao)路(lu)(lu)橋(qiao)(qiao)梁(liang)(liang)施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)》課(ke)程(cheng)(cheng)(cheng)的(de)(de)知識(shi)內容。②《道(dao)路(lu)(lu)橋(qiao)(qiao)梁(liang)(liang)施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)》課(ke)程(cheng)(cheng)(cheng)技(ji)(ji)能培養與(yu)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)實踐相結(jie)合。通(tong)過(guo)(guo)對(dui)道(dao)路(lu)(lu)橋(qiao)(qiao)梁(liang)(liang)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)過(guo)(guo)程(cheng)(cheng)(cheng)的(de)(de)職(zhi)業(ye)能力培養的(de)(de)需(xu)要，按照“項目化教學(xue)”課(ke)程(cheng)(cheng)(cheng)的(de)(de)開發步驟，確定施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)作(zuo)過(guo)(guo)程(cheng)(cheng)(cheng)施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)能力和素(su)(su)質。在施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)技(ji)(ji)能培養時(shi)采取(qu)與(yu)道(dao)路(lu)(lu)橋(qiao)(qiao)梁(liang)(liang)施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)過(guo)(guo)程(cheng)(cheng)(cheng)中的(de)(de)路(lu)(lu)基(ji)施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)、路(lu)(lu)面(mian)(mian)施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)、橋(qiao)(qiao)梁(liang)(liang)施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)等要求的(de)(de)相結(jie)合培養學(xue)生的(de)(de)職(zhi)業(ye)技(ji)(ji)能，從而體現(xian)《道(dao)路(lu)(lu)橋(qiao)(qiao)梁(liang)(liang)施(shi)(shi)(shi)(shi)(shi)工(gong)(gong)(gong)(gong)》的(de)(de)工(gong)(gong)(gong)(gong)學(xue)結(jie)合的(de)(de)教學(xue)理(li)念(nian)。

3道(dao)路橋梁施工項目課(ke)程教學思路設計

根據(ju)道(dao)(dao)路橋(qiao)(qiao)梁(liang)(liang)施工(gong)(gong)技術專(zhuan)業(ye)(ye)培(pei)(pei)(pei)養目(mu)(mu)(mu)標(biao)(biao)，要(yao)求學(xue)生必須掌握道(dao)(dao)路橋(qiao)(qiao)梁(liang)(liang)施工(gong)(gong)過程(cheng)(cheng)(cheng)中所必需的(de)(de)(de)(de)施工(gong)(gong)應用知(zhi)識(shi)和基本(ben)技能，因此確定(ding)了《道(dao)(dao)路橋(qiao)(qiao)梁(liang)(liang)施工(gong)(gong)》課(ke)程(cheng)(cheng)(cheng)的(de)(de)(de)(de)培(pei)(pei)(pei)養目(mu)(mu)(mu)標(biao)(biao)。分(fen)析(xi)道(dao)(dao)路橋(qiao)(qiao)梁(liang)(liang)工(gong)(gong)程(cheng)(cheng)(cheng)施工(gong)(gong)過程(cheng)(cheng)(cheng)崗位的(de)(de)(de)(de)具體典型工(gong)(gong)作任(ren)(ren)務(wu)(wu)，結(jie)合本(ben)地區情況，通過企業(ye)(ye)專(zhuan)家、專(zhuan)業(ye)(ye)帶頭人(ren)和骨干(gan)教(jiao)師共同(tong)分(fen)析(xi)道(dao)(dao)路橋(qiao)(qiao)梁(liang)(liang)工(gong)(gong)程(cheng)(cheng)(cheng)技術專(zhuan)業(ye)(ye)施工(gong)(gong)職業(ye)(ye)崗位能力要(yao)求與職業(ye)(ye)素質、知(zhi)識(shi)結(jie)構關系，確定(ding)了《道(dao)(dao)路橋(qiao)(qiao)梁(liang)(liang)施工(gong)(gong)》課(ke)程(cheng)(cheng)(cheng)內容。考(kao)慮到《道(dao)(dao)路橋(qiao)(qiao)梁(liang)(liang)施工(gong)(gong)》課(ke)程(cheng)(cheng)(cheng)是(shi)一(yi)門實踐性(xing)較強的(de)(de)(de)(de)課(ke)程(cheng)(cheng)(cheng)，因此采取(qu)“工(gong)(gong)學(xue)結(jie)合”的(de)(de)(de)(de)方(fang)式(shi)進(jin)行(xing)(xing)學(xue)生的(de)(de)(de)(de)職業(ye)(ye)能力的(de)(de)(de)(de)培(pei)(pei)(pei)養，因此該課(ke)程(cheng)(cheng)(cheng)設置為項目(mu)(mu)(mu)(任(ren)(ren)務(wu)(wu))課(ke)程(cheng)(cheng)(cheng)，在(zai)教(jiao)學(xue)方(fang)法(fa)選(xuan)擇時(shi)采用模擬教(jiao)學(xue)法(fa)、項目(mu)(mu)(mu)(任(ren)(ren)務(wu)(wu))驅動法(fa)、工(gong)(gong)程(cheng)(cheng)(cheng)案例法(fa)、現場操練法(fa)等進(jin)行(xing)(xing)教(jiao)學(xue)，在(zai)教(jiao)學(xue)手段選(xuan)擇時(shi)采取(qu)多(duo)媒體教(jiao)學(xue)手段和傳統教(jiao)學(xue)方(fang)式(shi)結(jie)合起來進(jin)行(xing)(xing)教(jiao)學(xue)。對課(ke)程(cheng)(cheng)(cheng)教(jiao)學(xue)效果評價，主要(yao)是(shi)按照突出職業(ye)(ye)能力培(pei)(pei)(pei)養的(de)(de)(de)(de)課(ke)程(cheng)(cheng)(cheng)標(biao)(biao)準和交(jiao)通行(xing)(xing)業(ye)(ye)測量中級工(gong)(gong)的(de)(de)(de)(de)行(xing)(xing)業(ye)(ye)規(gui)范的(de)(de)(de)(de)目(mu)(mu)(mu)標(biao)(biao)來進(jin)行(xing)(xing)綜合考(kao)核(he)和評價，最終實現并達到《道(dao)(dao)路橋(qiao)(qiao)梁(liang)(liang)施工(gong)(gong)》課(ke)程(cheng)(cheng)(cheng)培(pei)(pei)(pei)養目(mu)(mu)(mu)標(biao)(biao)。

4道路橋梁施工課程教(jiao)學內容(rong)設計(ji)

4．1教學(xue)內容選取(qu)針對性

《道(dao)路橋(qiao)(qiao)梁施》課(ke)程(cheng)(cheng)內容的(de)選(xuan)擇主(zhu)要是針對道(dao)路橋(qiao)(qiao)梁工(gong)(gong)(gong)程(cheng)(cheng)施工(gong)(gong)(gong)技術(shu)專(zhuan)業(ye)的(de)教(jiao)學目標(能力(li)目標)的(de)要求，按照道(dao)路橋(qiao)(qiao)梁工(gong)(gong)(gong)程(cheng)(cheng)施工(gong)(gong)(gong)過程(cheng)(cheng)工(gong)(gong)(gong)作崗位的(de)工(gong)(gong)(gong)作任務來進行選(xuan)擇。

4_2教(jiao)學內容選取適用性

《道路橋(qiao)梁(liang)施(shi)工》課(ke)(ke)(ke)程(cheng)內(nei)(nei)容的(de)選擇主(zhu)要(yao)是基于道路橋(qiao)梁(liang)工程(cheng)施(shi)工過程(cheng)為(wei)導向，考慮“工學(xue)結合”的(de)課(ke)(ke)(ke)程(cheng)觀，按照職(zhi)(zhi)業(ye)(ye)崗(gang)位和職(zhi)(zhi)業(ye)(ye)能(neng)力培養的(de)要(yao)求，整合道路橋(qiao)梁(liang)工程(cheng)技術專(zhuan)業(ye)(ye)的(de)理(li)論教(jiao)學(xue)內(nei)(nei)容和實(shi)踐教(jiao)學(xue)內(nei)(nei)容，汲取新(xin)(xin)知識、新(xin)(xin)技術、新(xin)(xin)設備、新(xin)(xin)標準(zhun)的(de)內(nei)(nei)容，構建了以真實(shi)的(de)工作任務為(wei)目的(de)課(ke)(ke)(ke)程(cheng)教(jiao)學(xue)內(nei)(nei)容的(de)模塊化課(ke)(ke)(ke)程(cheng)結構。

5總結

篇9

關鍵詞(ci)：路橋施工；工程管理(li)；信息管理(li)；工程質(zhi)量；制度建設

中圖(tu)分類號：u448 文獻(xian)標識(shi)碼：a 文章編(bian)號：1009-2374（2014）19-0156-02

在路(lu)(lu)橋施(shi)工(gong)(gong)(gong)過(guo)程(cheng)中(zhong)(zhong)，相關建設單位一(yi)定要(yao)嚴把建設質量關，充分提高(gao)(gao)路(lu)(lu)橋的實際應用(yong)價值。在建設的整個過(guo)程(cheng)中(zhong)(zhong)必須加大對(dui)施(shi)工(gong)(gong)(gong)的全面管理(li)，提高(gao)(gao)管理(li)質量，保(bao)障(zhang)路(lu)(lu)橋工(gong)(gong)(gong)程(cheng)建設的質量。所以，工(gong)(gong)(gong)程(cheng)建設方在施(shi)工(gong)(gong)(gong)管理(li)過(guo)程(cheng)中(zhong)(zhong)起到(dao)了特別重要(yao)的作用(yong)。

1 建設單(dan)位要合理設置其內(nei)部機構(gou)職能

部(bu)(bu)分大型(xing)建(jian)(jian)(jian)設(she)(she)單(dan)(dan)位(wei)(wei)(wei)的(de)(de)(de)(de)內(nei)(nei)部(bu)(bu)就具有(you)使(shi)用、基建(jian)(jian)(jian)等部(bu)(bu)門(men)，其(qi)(qi)自身既(ji)是(shi)(shi)(shi)建(jian)(jian)(jian)設(she)(she)方，又是(shi)(shi)(shi)使(shi)用方。對(dui)(dui)于這些建(jian)(jian)(jian)設(she)(she)單(dan)(dan)位(wei)(wei)(wei)，創(chuang)建(jian)(jian)(jian)統籌合理(li)的(de)(de)(de)(de)內(nei)(nei)部(bu)(bu)組織機(ji)構是(shi)(shi)(shi)相(xiang)當(dang)(dang)重要的(de)(de)(de)(de)。大型(xing)建(jian)(jian)(jian)設(she)(she)單(dan)(dan)位(wei)(wei)(wei)為了增強其(qi)(qi)內(nei)(nei)部(bu)(bu)管理(li)，還需要建(jian)(jian)(jian)立路(lu)橋(qiao)施(shi)工(gong)(gong)(gong)(gong)內(nei)(nei)審部(bu)(bu)門(men)。路(lu)橋(qiao)工(gong)(gong)(gong)(gong)程(cheng)(cheng)內(nei)(nei)審指(zhi)的(de)(de)(de)(de)是(shi)(shi)(shi)相(xiang)關建(jian)(jian)(jian)設(she)(she)單(dan)(dan)位(wei)(wei)(wei)對(dui)(dui)施(shi)工(gong)(gong)(gong)(gong)建(jian)(jian)(jian)設(she)(she)工(gong)(gong)(gong)(gong)作(zuo)所進(jin)行(xing)(xing)(xing)的(de)(de)(de)(de)自我監督和檢查，并(bing)對(dui)(dui)路(lu)橋(qiao)工(gong)(gong)(gong)(gong)程(cheng)(cheng)建(jian)(jian)(jian)設(she)(she)工(gong)(gong)(gong)(gong)作(zuo)中容易出現的(de)(de)(de)(de)錯(cuo)誤、疏忽等及時進(jin)行(xing)(xing)(xing)制止或糾(jiu)正(zheng)，從(cong)而(er)確(que)保(bao)路(lu)橋(qiao)工(gong)(gong)(gong)(gong)程(cheng)(cheng)建(jian)(jian)(jian)設(she)(she)工(gong)(gong)(gong)(gong)作(zuo)能(neng)持續(xu)改進(jin)。建(jian)(jian)(jian)設(she)(she)單(dan)(dan)位(wei)(wei)(wei)內(nei)(nei)部(bu)(bu)的(de)(de)(de)(de)組織機(ji)構分為：內(nei)(nei)審部(bu)(bu)門(men)、基建(jian)(jian)(jian)部(bu)(bu)門(men)、使(shi)用部(bu)(bu)門(men)，其(qi)(qi)職(zhi)責分工(gong)(gong)(gong)(gong)是(shi)(shi)(shi)非常(chang)明確(que)的(de)(de)(de)(de)，可(ke)以表(biao)示為：內(nei)(nei)審部(bu)(bu)門(men)的(de)(de)(de)(de)地位(wei)(wei)(wei)相(xiang)當(dang)(dang)于“業(ye)務代表(biao)”，其(qi)(qi)是(shi)(shi)(shi)受建(jian)(jian)(jian)設(she)(she)單(dan)(dan)位(wei)(wei)(wei)的(de)(de)(de)(de)委托，行(xing)(xing)(xing)使(shi)建(jian)(jian)(jian)設(she)(she)單(dan)(dan)位(wei)(wei)(wei)的(de)(de)(de)(de)路(lu)橋(qiao)施(shi)工(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)程(cheng)(cheng)的(de)(de)(de)(de)審核權；基建(jian)(jian)(jian)部(bu)(bu)門(men)在內(nei)(nei)審部(bu)(bu)門(men)的(de)(de)(de)(de)指(zhi)導(dao)與監督下(xia)，行(xing)(xing)(xing)使(shi)路(lu)橋(qiao)施(shi)工(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)程(cheng)(cheng)的(de)(de)(de)(de)管理(li)職(zhi)能(neng)；而(er)使(shi)用部(bu)(bu)門(men)是(shi)(shi)(shi)在基建(jian)(jian)(jian)部(bu)(bu)門(men)的(de)(de)(de)(de)領(ling)導(dao)下(xia)，對(dui)(dui)其(qi)(qi)本(ben)部(bu)(bu)門(men)工(gong)(gong)(gong)(gong)程(cheng)(cheng)項目行(xing)(xing)(xing)使(shi)比較具體的(de)(de)(de)(de)管理(li)權。

2 加(jia)強建設單位制度建設

要建立(li)和(he)完(wan)善路橋(qiao)施工(gong)(gong)(gong)管(guan)(guan)理制(zhi)度(du)(du)，建設單(dan)位應在充(chong)分掌握本單(dan)位運(yun)營模式與(yu)特點的(de)(de)(de)(de)基(ji)礎和(he)前提(ti)下，使施工(gong)(gong)(gong)項目的(de)(de)(de)(de)各層(ceng)次、各環節、各階段都(dou)具(ju)(ju)備行(xing)之(zhi)有效的(de)(de)(de)(de)制(zhi)度(du)(du)。除此之(zhi)外，路橋(qiao)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)管(guan)(guan)理過程(cheng)(cheng)(cheng)(cheng)中出現的(de)(de)(de)(de)責任不但要落實到(dao)部門(men)，更要落實到(dao)具(ju)(ju)體的(de)(de)(de)(de)人，這(zhe)樣才能形成高(gao)效率(lv)的(de)(de)(de)(de)組織與(yu)保證體系，使路橋(qiao)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)管(guan)(guan)理有據(ju)可依(yi)，有章可循。建設單(dan)位應制(zhi)定操作(zuo)(zuo)性強、詳細具(ju)(ju)體的(de)(de)(de)(de)管(guan)(guan)理制(zhi)度(du)(du)。在制(zhi)定大項路橋(qiao)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)的(de)(de)(de)(de)相關制(zhi)度(du)(du)時(shi)，應具(ju)(ju)體到(dao)立(li)項、招(zhao)標、設計、合同(tong)、分包、采購、造價(jia)、進度(du)(du)、質量、安全和(he)路橋(qiao)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)檔(dang)案等(deng)管(guan)(guan)理制(zhi)度(du)(du)。在落實和(he)執(zhi)行(xing)相關管(guan)(guan)理制(zhi)度(du)(du)時(shi)，建設單(dan)位應根據(ju)不同(tong)的(de)(de)(de)(de)情況適時(shi)地對管(guan)(guan)理流(liu)程(cheng)(cheng)(cheng)(cheng)和(he)制(zhi)度(du)(du)進行(xing)充(chong)實、完(wan)善與(yu)修訂，以增強管(guan)(guan)理制(zhi)度(du)(du)的(de)(de)(de)(de)科(ke)學性和(he)適用性，提(ti)高(gao)工(gong)(gong)(gong)作(zuo)(zuo)效率(lv)。相關工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)管(guan)(guan)理人員也要嚴格依(yi)照制(zhi)度(du)(du)和(he)流(liu)程(cheng)(cheng)(cheng)(cheng)進行(xing)工(gong)(gong)(gong)作(zuo)(zuo)，努(nu)力(li)完(wan)成工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)項目的(de)(de)(de)(de)每項工(gong)(gong)(gong)作(zuo)(zuo)任務，提(ti)高(gao)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)管(guan)(guan)理質量。

3 加強(qiang)施工隊伍(wu)建設

3.1 合理配備(bei)相關人員

針對每一(yi)項(xiang)(xiang)路(lu)橋(qiao)工(gong)(gong)(gong)程(cheng)，相(xiang)關(guan)(guan)建設單位(wei)都要具備(bei)完整的(de)(de)(de)施工(gong)(gong)(gong)人(ren)員組成結構，包括土建、水電等相(xiang)關(guan)(guan)專業人(ren)員，他們相(xiang)互之間應密切合作配(pei)合。針對大型路(lu)橋(qiao)工(gong)(gong)(gong)程(cheng)項(xiang)(xiang)目，建設單位(wei)最先要做的(de)(de)(de)就(jiu)是組建工(gong)(gong)(gong)程(cheng)項(xiang)(xiang)目管理隊伍：使用(yong)部(bu)門相(xiang)關(guan)(guan)人(ren)員必須全程(cheng)參與，為以后(hou)(hou)實際(ji)使用(yong)的(de)(de)(de)路(lu)橋(qiao)工(gong)(gong)(gong)程(cheng)提(ti)供建議和意見；基建部(bu)門的(de)(de)(de)相(xiang)關(guan)(guan)管理人(ren)員要在(zai)路(lu)橋(qiao)工(gong)(gong)(gong)程(cheng)施工(gong)(gong)(gong)完成后(hou)(hou)留(liu)守在(zai)工(gong)(gong)(gong)程(cheng)項(xiang)(xiang)目所在(zai)地(di)，有的(de)(de)(de)甚至要留(liu)到工(gong)(gong)(gong)程(cheng)的(de)(de)(de)保修期以后(hou)(hou)，這(zhe)樣(yang)不(bu)僅能(neng)隨時發現問題(ti)和解決問題(ti)，還能(neng)為以后(hou)(hou)的(de)(de)(de)路(lu)橋(qiao)工(gong)(gong)(gong)程(cheng)積(ji)累(lei)下寶貴的(de)(de)(de)施工(gong)(gong)(gong)經驗(yan)。

3.2 提高路橋(qiao)工程(cheng)相關管理人員業務(wu)與素質

路(lu)橋(qiao)施工(gong)(gong)(gong)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)管(guan)(guan)理(li)(li)水(shui)平從(cong)(cong)很(hen)大程(cheng)(cheng)(cheng)度上要取決于內審、基建或使(shi)用等(deng)(deng)部門(men)人(ren)員的(de)(de)專(zhuan)(zhuan)(zhuan)業(ye)(ye)水(shui)準或素質(zhi)上。在路(lu)橋(qiao)施工(gong)(gong)(gong)中，涉(she)及到(dao)的(de)(de)專(zhuan)(zhuan)(zhuan)業(ye)(ye)知識非常(chang)廣泛，包括水(shui)電、土建、造價、招(zhao)標、勘察設計(ji)、財務和(he)(he)法律等(deng)(deng)一(yi)些專(zhuan)(zhuan)(zhuan)業(ye)(ye)。建設單位對(dui)(dui)相關(guan)(guan)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)管(guan)(guan)理(li)(li)人(ren)員要進行(xing)(xing)不定期的(de)(de)專(zhuan)(zhuan)(zhuan)業(ye)(ye)培(pei)(pei)訓，同時督(du)促他(ta)們在日常(chang)生(sheng)活中去自(zi)學一(yi)些專(zhuan)(zhuan)(zhuan)業(ye)(ye)技術知識。確保全體(ti)路(lu)橋(qiao)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)管(guan)(guan)理(li)(li)人(ren)員能(neng)及時了解和(he)(he)掌握相關(guan)(guan)路(lu)橋(qiao)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)方面的(de)(de)新動態、新知識和(he)(he)新規(gui)定，充(chong)實自(zi)身的(de)(de)相關(guan)(guan)專(zhuan)(zhuan)(zhuan)業(ye)(ye)知識。建設方可以把各部門(men)的(de)(de)培(pei)(pei)訓資源整合起來，協調(diao)培(pei)(pei)訓機制(zhi)，對(dui)(dui)相關(guan)(guan)人(ren)員進行(xing)(xing)統(tong)一(yi)培(pei)(pei)訓；還(huan)可以派送(song)相關(guan)(guan)人(ren)員到(dao)先(xian)進建設單位去學習(xi)先(xian)進的(de)(de)路(lu)橋(qiao)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)管(guan)(guan)理(li)(li)模(mo)式(shi)和(he)(he)經驗，從(cong)(cong)而(er)提高(gao)(gao)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)管(guan)(guan)理(li)(li)質(zhi)量。除此之外，相關(guan)(guan)建設單位還(huan)要對(dui)(dui)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)管(guan)(guan)理(li)(li)人(ren)員進行(xing)(xing)思想道德方面的(de)(de)教育，使(shi)他(ta)們能(neng)充(chong)分認識到(dao)其(qi)自(zi)身在工(gong)(gong)(gong)程(cheng)(cheng)(cheng)管(guan)(guan)理(li)(li)中所發揮的(de)(de)作用及路(lu)橋(qiao)施工(gong)(gong)(gong)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)的(de)(de)重要性，增強自(zi)身責任(ren)感，進一(yi)步(bu)提升工(gong)(gong)(gong)程(cheng)(cheng)(cheng)管(guan)(guan)理(li)(li)水(shui)平。總之，建設單位要放眼于長遠，努力(li)培(pei)(pei)養(yang)和(he)(he)鍛煉出一(yi)支責任(ren)心強、道德水(shui)平高(gao)(gao)及業(ye)(ye)務素質(zhi)強的(de)(de)管(guan)(guan)理(li)(li)隊(dui)伍。

>

4 協(xie)調發揮內部(bu)與外部(bu)作用

4.1 協調發揮內(nei)部(bu)作用

在(zai)路橋工(gong)(gong)(gong)程管理(li)(li)中(zhong)，建(jian)(jian)設單(dan)(dan)位(wei)應協調各(ge)內(nei)(nei)部(bu)(bu)部(bu)(bu)門(men)，使它們形成合(he)力，充分發(fa)(fa)揮各(ge)部(bu)(bu)門(men)自身的(de)作用。建(jian)(jian)設單(dan)(dan)位(wei)要(yao)對其(qi)內(nei)(nei)部(bu)(bu)的(de)內(nei)(nei)審、基建(jian)(jian)和使用等部(bu)(bu)門(men)之(zhi)間的(de)控(kong)制(zhi)制(zhi)度統一進行協調，避免在(zai)工(gong)(gong)(gong)程建(jian)(jian)設中(zhong)出現(xian)漏洞(dong)。與此(ci)同時(shi)，還(huan)需要(yao)在(zai)各(ge)部(bu)(bu)門(men)間建(jian)(jian)立(li)常態(tai)溝通(tong)(tong)機制(zhi)和協調機制(zhi)。從單(dan)(dan)位(wei)整(zheng)體(ti)利益(yi)出發(fa)(fa)，各(ge)部(bu)(bu)門(men)間應就具體(ti)施工(gong)(gong)(gong)項(xiang)目及時(shi)地進行溝通(tong)(tong)，互(hu)(hu)相聽取意(yi)見和建(jian)(jian)議(yi)，相互(hu)(hu)理(li)(li)解，從而有效(xiao)提(ti)高(gao)(gao)路橋工(gong)(gong)(gong)程管理(li)(li)工(gong)(gong)(gong)質(zhi)量(liang)。除此(ci)之(zhi)外，建(jian)(jian)設單(dan)(dan)位(wei)還(huan)可以(yi)通(tong)(tong)過網絡建(jian)(jian)立(li)交(jiao)流平臺，使每(mei)個路橋施工(gong)(gong)(gong)工(gong)(gong)(gong)程管理(li)(li)人員都可以(yi)對本單(dan)(dan)位(wei)或(huo)本部(bu)(bu)門(men)在(zai)工(gong)(gong)(gong)程管理(li)(li)中(zhong)出現(xian)的(de)問(wen)題提(ti)出建(jian)(jian)議(yi)或(huo)意(yi)見，從而不斷提(ti)高(gao)(gao)建(jian)(jian)設單(dan)(dan)位(wei)管理(li)(li)工(gong)(gong)(gong)作的(de)效(xiao)率；還(huan)可以(yi)鼓(gu)勵大家在(zai)工(gong)(gong)(gong)作中(zhong)廣開思路、集思廣益(yi)，為建(jian)(jian)設單(dan)(dan)位(wei)的(de)施工(gong)(gong)(gong)管理(li)(li)工(gong)(gong)(gong)作獻計(ji)獻策(ce)。

4.2 協調發(fa)揮(hui)外部作(zuo)用

建(jian)(jian)(jian)設(she)(she)單(dan)(dan)(dan)(dan)位(wei)(wei)(wei)在(zai)路橋(qiao)工(gong)(gong)程(cheng)建(jian)(jian)(jian)設(she)(she)過程(cheng)中(zhong)(zhong)，應(ying)對(dui)施工(gong)(gong)、設(she)(she)計與(yu)監(jian)理(li)(li)等(deng)單(dan)(dan)(dan)(dan)位(wei)(wei)(wei)統一進(jin)行協調，使他們(men)各自發揮好作(zuo)用，相(xiang)(xiang)互配(pei)合，齊(qi)心協力做好路橋(qiao)工(gong)(gong)程(cheng)建(jian)(jian)(jian)設(she)(she)和管理(li)(li)工(gong)(gong)作(zuo)。另(ling)外，建(jian)(jian)(jian)設(she)(she)單(dan)(dan)(dan)(dan)位(wei)(wei)(wei)還應(ying)在(zai)合同(tong)中(zhong)(zhong)將施工(gong)(gong)單(dan)(dan)(dan)(dan)位(wei)(wei)(wei)、造價(jia)咨(zi)詢單(dan)(dan)(dan)(dan)位(wei)(wei)(wei)、監(jian)理(li)(li)單(dan)(dan)(dan)(dan)位(wei)(wei)(wei)等(deng)與(yu)本單(dan)(dan)(dan)(dan)位(wei)(wei)(wei)的(de)職責(ze)和主要任務進(jin)行確認，明(ming)確分(fen)(fen)工(gong)(gong)。與(yu)此同(tong)時，建(jian)(jian)(jian)設(she)(she)單(dan)(dan)(dan)(dan)位(wei)(wei)(wei)還應(ying)充(chong)分(fen)(fen)發揮造價(jia)咨(zi)詢、監(jian)理(li)(li)等(deng)中(zhong)(zhong)介(jie)(jie)部門的(de)作(zuo)用，促使他們(men)向建(jian)(jian)(jian)設(she)(she)單(dan)(dan)(dan)(dan)位(wei)(wei)(wei)提出更專業(ye)的(de)意見(jian)或建(jian)(jian)(jian)議(yi)，從而給建(jian)(jian)(jian)設(she)(she)單(dan)(dan)(dan)(dan)位(wei)(wei)(wei)作(zuo)出決策(ce)提供強(qiang)有力的(de)依(yi)據。例如，相(xiang)(xiang)關建(jian)(jian)(jian)設(she)(she)單(dan)(dan)(dan)(dan)位(wei)(wei)(wei)可(ke)以讓中(zhong)(zhong)介(jie)(jie)單(dan)(dan)(dan)(dan)位(wei)(wei)(wei)及早地介(jie)(jie)入(ru)到(dao)工(gong)(gong)程(cheng)建(jian)(jian)(jian)設(she)(she)和管理(li)(li)中(zhong)(zhong)，以此提高路橋(qiao)工(gong)(gong)程(cheng)的(de)施工(gong)(gong)效率和質量。建(jian)(jian)(jian)設(she)(she)單(dan)(dan)(dan)(dan)位(wei)(wei)(wei)應(ying)加強(qiang)對(dui)監(jian)理(li)(li)等(deng)中(zhong)(zhong)介(jie)(jie)機(ji)構的(de)監(jian)督和檢(jian)查工(gong)(gong)作(zuo)。比(bi)(bi)如，在(zai)工(gong)(gong)程(cheng)建(jian)(jian)(jian)設(she)(she)中(zhong)(zhong)，建(jian)(jian)(jian)設(she)(she)單(dan)(dan)(dan)(dan)位(wei)(wei)(wei)應(ying)嚴格依(yi)照監(jian)理(li)(li)合同(tong)和監(jian)理(li)(li)規范的(de)要求(qiu)來監(jian)督相(xiang)(xiang)關監(jian)理(li)(li)單(dan)(dan)(dan)(dan)位(wei)(wei)(wei)；每月對(dui)監(jian)理(li)(li)等(deng)中(zhong)(zhong)介(jie)(jie)機(ji)構進(jin)行評比(bi)(bi)、考核。

5 提(ti)高(gao)路橋(qiao)施工工程信息管(guan)理力度(du)

建(jian)設(she)(she)(she)單(dan)位(wei)(wei)在按(an)照路橋(qiao)(qiao)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)檔案(an)流程(cheng)(cheng)(cheng)管(guan)(guan)理(li)(li)好相(xiang)關(guan)資(zi)料的同時(shi)，還需要及(ji)時(shi)積累、收(shou)集和整(zheng)理(li)(li)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)檔案(an)數據信(xin)息(xi)資(zi)料，提高路橋(qiao)(qiao)施工(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)信(xin)息(xi)管(guan)(guan)理(li)(li)力(li)度(du)。各相(xiang)關(guan)部門在工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)施工(gong)(gong)(gong)(gong)過程(cheng)(cheng)(cheng)中(zhong)，應按(an)建(jian)設(she)(she)(she)單(dan)位(wei)(wei)的要求，及(ji)時(shi)地將各類(lei)紙質或者(zhe)電(dian)子文檔進行分類(lei)并且整(zheng)理(li)(li)歸檔，并保證相(xiang)關(guan)記錄的完整(zheng)性。完整(zheng)的資(zi)料可以很清楚地界定各方(fang)的責任(ren)。對于(yu)信(xin)息(xi)數據管(guan)(guan)理(li)(li)系(xi)(xi)統(tong)，建(jian)設(she)(she)(she)單(dan)位(wei)(wei)應及(ji)時(shi)予以更新。路橋(qiao)(qiao)施工(gong)(gong)(gong)(gong)管(guan)(guan)理(li)(li)人員(yuan)必須及(ji)時(shi)將路橋(qiao)(qiao)施工(gong)(gong)(gong)(gong)建(jian)設(she)(she)(she)條件、工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)概況(kuang)、路橋(qiao)(qiao)施工(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)量、常用設(she)(she)(she)備及(ji)主材的規(gui)格、型號、單(dan)價、設(she)(she)(she)計費、品牌等相(xiang)關(guan)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)信(xin)息(xi)數據按(an)相(xiang)應的格式(shi)錄入到(dao)(dao)管(guan)(guan)理(li)(li)系(xi)(xi)統(tong)中(zhong)，從(cong)而(er)逐步實(shi)現工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)信(xin)息(xi)數據的規(gui)范(fan)劃(hua)、標(biao)準化和系(xi)(xi)統(tong)化。另外，建(jian)立單(dan)位(wei)(wei)內部局域網工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)信(xin)息(xi)數據管(guan)(guan)理(li)(li)共(gong)享平(ping)臺，能有效(xiao)地增加相(xiang)關(guan)數據資(zi)料的報送效(xiao)率，做到(dao)(dao)準確、及(ji)時(shi)、高效(xiao)地審批與(yu)審核，還能加大路橋(qiao)(qiao)施工(gong)(gong)(gong)(gong)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)信(xin)息(xi)的利用率，在對類(lei)似工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)進行決策或評標(biao)等管(guan)(guan)理(li)(li)時(shi)，可以有效(xiao)地為建(jian)設(she)(she)(she)單(dan)位(wei)(wei)提供參考，從(cong)而(er)提高相(xiang)關(guan)建(jian)設(she)(she)(she)單(dan)位(wei)(wei)的路橋(qiao)(qiao)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)管(guan)(guan)理(li)(li)能力(li)與(yu)水平(ping)。

6 結語

總而言之，路橋(qiao)施工(gong)(gong)工(gong)(gong)程建設單位在整個路橋(qiao)施工(gong)(gong)管理過(guo)程中(zhong)具有非常重要的(de)作用，因(yin)此(ci)應當加強重視，充分發揮建設單位的(de)積極(ji)性(xing)和(he)主動(dong)性(xing)，以此(ci)來(lai)確保(bao)路橋(qiao)工(gong)(gong)程施工(gong)(gong)質量。

參考文獻

篇10

（河(he)南 焦作(zuo) 454000）

【摘要(yao)】公路橋(qiao)梁工(gong)(gong)(gong)程(cheng)是一(yi)項(xiang)龐大、復雜、涉(she)及領域廣(guang)的(de)(de)系統(tong)工(gong)(gong)(gong)程(cheng)，這(zhe)就增(zeng)加了(le)實(shi)(shi)驗(yan)檢(jian)測(ce)工(gong)(gong)(gong)作(zuo)的(de)(de)難度，進一(yi)步(bu)對公路橋(qiao)梁實(shi)(shi)驗(yan)檢(jian)測(ce)人(ren)員提(ti)出了(le)更高的(de)(de)要(yao)求。因此(ci)，為(wei)了(le)確保公路橋(qiao)梁施(shi)工(gong)(gong)(gong)質量，提(ti)高路橋(qiao)梁實(shi)(shi)驗(yan)檢(jian)測(ce)工(gong)(gong)(gong)作(zuo)水(shui)(shui)平。本文就以公路橋(qiao)梁實(shi)(shi)驗(yan)檢(jian)測(ce)工(gong)(gong)(gong)作(zuo)的(de)(de)必(bi)要(yao)性，提(ti)高試驗(yan)檢(jian)測(ce)，加強公路橋(qiao)梁施(shi)工(gong)(gong)(gong)質量措施(shi)及途徑，提(ti)高公路橋(qiao)梁實(shi)(shi)驗(yan)檢(jian)測(ce)水(shui)(shui)平的(de)(de)建議等幾方面(mian)進行了(le)詳細的(de)(de)分(fen)析(xi)。

關鍵(jian)詞 公路(lu)橋(qiao)梁；實驗檢測(ce)；提高

0　前言

隨著(zhu)(zhu)我國社會經(jing)濟的(de)飛速發(fa)展(zhan)，為促進國家(jia)交通事(shi)業的(de)發(fa)展(zhan)，提高國民(min)經(jing)濟生(sheng)產總值(zhi)，國家(jia)不斷(duan)加大對(dui)公(gong)路(lu)(lu)橋(qiao)梁投資建(jian)設(she)力度。公(gong)路(lu)(lu)橋(qiao)梁施(shi)工質(zhi)量對(dui)整個公(gong)路(lu)(lu)橋(qiao)梁工程項目有著(zhu)(zhu)至(zhi)關(guan)重要的(de)作(zuo)用，施(shi)工質(zhi)量的(de)優劣直接(jie)影響公(gong)路(lu)(lu)橋(qiao)梁的(de)使(shi)(shi)用功(gong)能(neng)與壽命(ming)，還關(guan)系著(zhu)(zhu)我國民(min)生(sheng)與社會經(jing)濟的(de)發(fa)展(zhan)，而(er)對(dui)公(gong)路(lu)(lu)橋(qiao)梁的(de)施(shi)工質(zhi)量開展(zhan)實驗檢測(ce)工作(zuo)，能(neng)為公(gong)路(lu)(lu)橋(qiao)梁施(shi)工質(zhi)量提供良(liang)好的(de)保障(zhang)，進一步為公(gong)路(lu)(lu)橋(qiao)梁的(de)安(an)全使(shi)(shi)用奠(dian)定(ding)堅實的(de)基(ji)礎(chu)。

1　實驗檢測(ce)工(gong)作在公路(lu)橋梁中的必要性

通過(guo)對(dui)公(gong)路橋(qiao)(qiao)梁施(shi)(shi)工(gong)(gong)(gong)(gong)質(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)開展實(shi)驗檢(jian)測(ce)(ce)(ce)工(gong)(gong)(gong)(gong)作，能有(you)(you)(you)效確定(ding)(ding)(ding)(ding)施(shi)(shi)工(gong)(gong)(gong)(gong)質(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)的(de)(de)(de)優劣。實(shi)驗檢(jian)測(ce)(ce)(ce)工(gong)(gong)(gong)(gong)作具(ju)有(you)(you)(you)針(zhen)對(dui)性(xing)和目(mu)的(de)(de)(de)性(xing)，主要是(shi)對(dui)某產品或(huo)(huo)某施(shi)(shi)工(gong)(gong)(gong)(gong)項(xiang)目(mu)進(jin)行(xing)實(shi)驗檢(jian)測(ce)(ce)(ce)，而后按照檢(jian)測(ce)(ce)(ce)結果(guo)并根據國家制定(ding)(ding)(ding)(ding)的(de)(de)(de)相(xiang)關(guan)標準(zhun)規(gui)定(ding)(ding)(ding)(ding)對(dui)產品質(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)或(huo)(huo)項(xiang)目(mu)施(shi)(shi)工(gong)(gong)(gong)(gong)質(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)進(jin)行(xing)分析(xi)、判斷，判定(ding)(ding)(ding)(ding)其(qi)(qi)是(shi)否(fou)合(he)(he)格(ge)達標。所(suo)(suo)以(yi)，實(shi)驗檢(jian)測(ce)(ce)(ce)對(dui)產品質(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)或(huo)(huo)是(shi)施(shi)(shi)工(gong)(gong)(gong)(gong)質(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)的(de)(de)(de)優劣起(qi)著決定(ding)(ding)(ding)(ding)性(xing)的(de)(de)(de)作用(yong)(yong)，且必(bi)須(xu)(xu)利用(yong)(yong)科(ke)學檢(jian)測(ce)(ce)(ce)方法和先進(jin)實(shi)驗手段(duan)對(dui)公(gong)路橋(qiao)(qiao)梁施(shi)(shi)工(gong)(gong)(gong)(gong)質(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)進(jin)行(xing)監督與(yu)管理，才能判定(ding)(ding)(ding)(ding)其(qi)(qi)是(shi)否(fou)符(fu)合(he)(he)國家制定(ding)(ding)(ding)(ding)的(de)(de)(de)相(xiang)關(guan)標準(zhun)規(gui)定(ding)(ding)(ding)(ding)及(ji)文件設計要求，從(cong)而進(jin)一步(bu)確保公(gong)路橋(qiao)(qiao)梁工(gong)(gong)(gong)(gong)程(cheng)投入使(shi)用(yong)(yong)的(de)(de)(de)安全性(xing)與(yu)經(jing)濟性(xing)。實(shi)驗檢(jian)測(ce)(ce)(ce)工(gong)(gong)(gong)(gong)作亦是(shi)公(gong)路橋(qiao)(qiao)梁施(shi)(shi)工(gong)(gong)(gong)(gong)管理中的(de)(de)(de)重要組成部(bu)分之一，若是(shi)沒有(you)(you)(you)正確可(ke)靠、完整齊全以(yi)及(ji)科(ke)學合(he)(he)理的(de)(de)(de)實(shi)驗資料就(jiu)將導致不能對(dui)公(gong)路橋(qiao)(qiao)梁施(shi)(shi)工(gong)(gong)(gong)(gong)質(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)做出真實(shi)、準(zhun)確的(de)(de)(de)評(ping)價及(ji)驗收，所(suo)(suo)以(yi)必(bi)須(xu)(xu)確保實(shi)驗資料的(de)(de)(de)有(you)(you)(you)效性(xing)，并加強實(shi)驗檢(jian)測(ce)(ce)(ce)工(gong)(gong)(gong)(gong)作，以(yi)便進(jin)一步(bu)確保公(gong)路橋(qiao)(qiao)梁施(shi)(shi)工(gong)(gong)(gong)(gong)質(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)。與(yu)此同時，加強公(gong)路橋(qiao)(qiao)梁施(shi)(shi)工(gong)(gong)(gong)(gong)質(zhi)(zhi)(zhi)(zhi)量(liang)(liang)(liang)管控，并將其(qi)(qi)過(guo)程(cheng)精細化(hua)，這樣(yang)能減輕損失、避免(mian)消耗。

2　提高試驗(yan)檢測，加強公路橋(qiao)梁(liang)施工質量措施及途徑

2.1　有待提高試驗(yan)檢測人(ren)員技術和水平

目前在(zai)我(wo)國一些(xie)試(shi)(shi)驗(yan)(yan)檢(jian)(jian)(jian)測人(ren)員(yuan)(yuan)的(de)(de)專業(ye)(ye)(ye)技(ji)術知(zhi)識(shi)(shi)(shi)不扎實(shi)，專業(ye)(ye)(ye)之(zhi)間配合(he)不到位(wei)(wei)。試(shi)(shi)驗(yan)(yan)檢(jian)(jian)(jian)測是(shi)一門就有(you)(you)(you)(you)專業(ye)(ye)(ye)技(ji)術方面的(de)(de)知(zhi)識(shi)(shi)(shi)，同時具有(you)(you)(you)(you)復雜性和廣(guang)泛性的(de)(de)特點,有(you)(you)(you)(you)些(xie)施(shi)(shi)工單位(wei)(wei)技(ji)術水(shui)平(ping)不一，非試(shi)(shi)驗(yan)(yan)檢(jian)(jian)(jian)測人(ren)員(yuan)(yuan)匱乏(fa)、專業(ye)(ye)(ye)技(ji)術知(zhi)識(shi)(shi)(shi)較低。現在(zai)公路橋(qiao)梁施(shi)(shi)工質(zhi)量試(shi)(shi)驗(yan)(yan)檢(jian)(jian)(jian)測人(ren)員(yuan)(yuan)，需(xu)要(yao)具備有(you)(you)(you)(you)良好(hao)的(de)(de)綜合(he)專業(ye)(ye)(ye)知(zhi)識(shi)(shi)(shi)，但(dan)是(shi)目前我(wo)國試(shi)(shi)驗(yan)(yan)檢(jian)(jian)(jian)測人(ren)員(yuan)(yuan)，缺乏(fa)綜合(he)的(de)(de)專業(ye)(ye)(ye)知(zhi)識(shi)(shi)(shi)、專業(ye)(ye)(ye)技(ji)術水(shui)平(ping)較低、經濟意(yi)識(shi)(shi)(shi)不強(qiang)。因此(ci)，試(shi)(shi)驗(yan)(yan)檢(jian)(jian)(jian)測人(ren)員(yuan)(yuan)應該明確崗位(wei)(wei)職責，進(jin)(jin)一步建立(li)完(wan)善施(shi)(shi)工質(zhi)量保證體(ti)系(xi)，增(zeng)強(qiang)施(shi)(shi)工質(zhi)量意(yi)識(shi)(shi)(shi)，有(you)(you)(you)(you)些(xie)地區(qu)對公路橋(qiao)梁施(shi)(shi)工試(shi)(shi)驗(yan)(yan)檢(jian)(jian)(jian)測技(ji)術人(ren)員(yuan)(yuan)分期到相關(guan)部門進(jin)(jin)行系(xi)統培(pei)訓(xun)，這就是(shi)一個良好(hao)的(de)(de)開端(duan)，將專業(ye)(ye)(ye)知(zhi)識(shi)(shi)(shi)和實(shi)踐技(ji)術訓(xun)練有(you)(you)(you)(you)機的(de)(de)結合(he)起來(lai)，采(cai)取切(qie)實(shi)有(you)(you)(you)(you)效(xiao)措施(shi)(shi)，促(cu)使檢(jian)(jian)(jian)測人(ren)員(yuan)(yuan)嚴格按照檢(jian)(jian)(jian)測規范、檢(jian)(jian)(jian)測大綱、實(shi)施(shi)(shi)細則(ze)進(jin)(jin)行各(ge)項檢(jian)(jian)(jian)測工作,確保檢(jian)(jian)(jian)測數(shu)據的(de)(de)準確可(ke)靠，采(cai)取切(qie)實(shi)有(you)(you)(you)(you)效(xiao)的(de)(de)措施(shi)(shi)，不斷(duan)提高質(zhi)量管理(li)水(shui)平(ping)。

2.2　公路(lu)橋梁(liang)施工過(guo)程中(zhong)注意(yi)的事項

2.2.1　路(lu)用材料(liao)質量的控(kong)制

公(gong)路(lu)橋梁(liang)施(shi)(shi)(shi)(shi)工(gong)(gong)施(shi)(shi)(shi)(shi)工(gong)(gong)材(cai)料(liao)(liao)(liao)(liao)是施(shi)(shi)(shi)(shi)工(gong)(gong)的基礎，對(dui)(dui)公(gong)路(lu)橋梁(liang)用料(liao)(liao)(liao)(liao)實施(shi)(shi)(shi)(shi)嚴格(ge)的監(jian)控(kong)和檢(jian)測，試(shi)驗檢(jian)測人員必(bi)須對(dui)(dui)施(shi)(shi)(shi)(shi)工(gong)(gong)所需(xu)原材(cai)料(liao)(liao)(liao)(liao)、成品(pin)材(cai)料(liao)(liao)(liao)(liao)、半成品(pin)材(cai)料(liao)(liao)(liao)(liao)、沙、石(shi)、鋼材(cai)等(deng)各(ge)種(zhong)材(cai)料(liao)(liao)(liao)(liao)，均(jun)應嚴格(ge)按照有關(guan)試(shi)驗檢(jian)測規程，同時對(dui)(dui)各(ge)種(zhong)原材(cai)料(liao)(liao)(liao)(liao)除(chu)了(le)要(yao)進行(xing)常規試(shi)驗以外；還要(yao)對(dui)(dui)一些材(cai)料(liao)(liao)(liao)(liao)進行(xing)必(bi)要(yao)的非常規實驗，對(dui)(dui)其各(ge)種(zhong)有問題材(cai)料(liao)(liao)(liao)(liao)嚴禁(jin)使(shi)用的,能很好的預防施(shi)(shi)(shi)(shi)工(gong)(gong)單位(wei)采用劣(lie)質材(cai)料(liao)(liao)(liao)(liao)來充當合格(ge)的材(cai)料(liao)(liao)(liao)(liao)進行(xing)施(shi)(shi)(shi)(shi)工(gong)(gong)；對(dui)(dui)于某些施(shi)(shi)(shi)(shi)工(gong)(gong)單位(wei)采用新材(cai)料(liao)(liao)(liao)(liao)、新技術等(deng)更應該(gai)嚴格(ge)按照技術要(yao)求先進行(xing)試(shi)驗檢(jian)測，經試(shi)驗可行(xing)后方(fang)可推廣使(shi)用，禁(jin)止盲目施(shi)(shi)(shi)(shi)工(gong)(gong)和試(shi)試(shi)看的。

2.2.2　現場(chang)施工過程質量監督控制

在施工(gong)質(zhi)(zhi)量監(jian)(jian)理(li)(li)過(guo)程中(zhong)，施工(gong)質(zhi)(zhi)量的(de)控制主要包括施工(gong)，監(jian)(jian)理(li)(li)抽檢(jian)，政府監(jian)(jian)督單位(wei)自檢(jian)等(deng)環節,要充(chong)分利(li)用監(jian)(jian)理(li)(li)中(zhong)心(xin)實(shi)驗(yan)(yan)室(shi)的(de)有(you)關試(shi)驗(yan)(yan)設備，建立一套比較完善的(de)試(shi)驗(yan)(yan)檢(jian)測(ce)制度，工(gong)地試(shi)驗(yan)(yan)室(shi)配有(you)專業(ye)的(de)試(shi)驗(yan)(yan)檢(jian)測(ce)人員和(he)專職質(zhi)(zhi)檢(jian)人員，以試(shi)驗(yan)(yan)檢(jian)測(ce)作(zuo)為一種有(you)效的(de)工(gong)作(zuo)手段，嚴格好質(zhi)(zhi)量關真正的(de)發揮監(jian)(jian)督職能的(de)的(de)作(zuo)用，定(ding)期的(de)抽檢(jian)和(he)及時驗(yan)(yan)收(shou)評定(ding)，分線問(wen)題(ti)及時化解問(wen)題(ti)。

3　提(ti)高公(gong)路橋梁實驗檢測(ce)水平的建議

3.1　努力提(ti)升檢測(ce)隊伍的技術及素質水平

現今，各公路(lu)橋梁(liang)施(shi)工單位的技(ji)(ji)術(shu)水平(ping)(ping)差距較大。尤其(qi)是實(shi)驗(yan)檢(jian)測(ce)(ce)人員的專(zhuan)業(ye)技(ji)(ji)術(shu)水平(ping)(ping)參差不(bu)齊，這(zhe)是對公路(lu)橋梁(liang)實(shi)驗(yan)檢(jian)測(ce)(ce)的發展(zhan)造成了很(hen)大的阻礙。因此，建設一支(zhi)(zhi)專(zhuan)業(ye)素質(zhi)精湛的實(shi)驗(yan)檢(jian)測(ce)(ce)隊(dui)伍(wu)是提升(sheng)公路(lu)橋梁(liang)實(shi)驗(yan)檢(jian)測(ce)(ce)水平(ping)(ping)的根(gen)本所在。要建設一支(zhi)(zhi)專(zhuan)業(ye)素質(zhi)進(jin)展(zhan)的實(shi)驗(yan)檢(jian)測(ce)(ce)隊(dui)伍(wu)，可以考慮引(yin)進(jin)專(zhuan)業(ye)人才(cai)。通過人才(cai)的引(yin)進(jin)，以人才(cai)引(yin)領技(ji)(ji)術(shu)隊(dui)伍(wu)的發展(zhan)，帶(dai)動原有隊(dui)伍(wu)技(ji)(ji)術(shu)水平(ping)(ping)的前進(jin)。

3.2　改善(shan)測試設備、改進(jin)測試方法

當今社(she)會，科學(xue)技術日新(xin)月異，公路(lu)(lu)橋梁(liang)(liang)測(ce)(ce)試(shi)設備的(de)功能和精確程度也不斷(duan)(duan)的(de)改進。因此，要提高公路(lu)(lu)橋梁(liang)(liang)的(de)實(shi)(shi)(shi)驗(yan)(yan)檢(jian)測(ce)(ce)水平(ping)，就不能夠(gou)墨守成規，堅持(chi)著(zhu)過去的(de)方(fang)法(fa)和守著(zhu)原有的(de)設備一成不變。應當與時俱進，時刻關注公路(lu)(lu)橋梁(liang)(liang)實(shi)(shi)(shi)驗(yan)(yan)檢(jian)測(ce)(ce)技術的(de)發展(zhan)，根據(ju)自身(shen)的(de)能力(li)水平(ping)適當的(de)引進新(xin)的(de)實(shi)(shi)(shi)驗(yan)(yan)檢(jian)測(ce)(ce)設備，并且要嘗試(shi)使用新(xin)的(de)實(shi)(shi)(shi)驗(yan)(yan)測(ce)(ce)試(shi)方(fang)法(fa)。這(zhe)樣才能夠(gou)不斷(duan)(duan)提升公路(lu)(lu)橋梁(liang)(liang)實(shi)(shi)(shi)驗(yan)(yan)檢(jian)測(ce)(ce)的(de)準確性，不斷(duan)(duan)提高公路(lu)(lu)橋梁(liang)(liang)的(de)工程質量。

3.3　狠抓施工現場的質量(liang)監督(du)

施工(gong)(gong)(gong)現(xian)場的(de)(de)(de)質(zhi)量(liang)(liang)(liang)是(shi)工(gong)(gong)(gong)程質(zhi)量(liang)(liang)(liang)的(de)(de)(de)最直接的(de)(de)(de)體現(xian)，它直接關(guan)系(xi)到公路橋梁的(de)(de)(de)使用壽命甚(shen)至的(de)(de)(de)廣大人民的(de)(de)(de)生命。因此，一(yi)定要狠(hen)抓施工(gong)(gong)(gong)現(xian)場的(de)(de)(de)質(zhi)量(liang)(liang)(liang)，扎(zha)實走好(hao)施工(gong)(gong)(gong)質(zhi)量(liang)(liang)(liang)控制(zhi)的(de)(de)(de)每(mei)一(yi)步(bu)(bu)。從施工(gong)(gong)(gong)的(de)(de)(de)工(gong)(gong)(gong)人到工(gong)(gong)(gong)程監(jian)(jian)(jian)理(li)到政府監(jian)(jian)(jian)督部(bu)門，都應(ying)當盡職盡責，不(bu)能有(you)分毫馬(ma)虎。同時，工(gong)(gong)(gong)程監(jian)(jian)(jian)理(li)應(ying)與政府相關(guan)監(jian)(jian)(jian)督單位共同協商，充分利用實驗檢測(ce)(ce)設備來建立起(qi)一(yi)套嚴格的(de)(de)(de)實驗檢測(ce)(ce)制(zhi)度，以確保施工(gong)(gong)(gong)現(xian)場質(zhi)量(liang)(liang)(liang)監(jian)(jian)(jian)督工(gong)(gong)(gong)作的(de)(de)(de)質(zhi)量(liang)(liang)(liang)。這樣有(you)利于在(zai)施工(gong)(gong)(gong)過(guo)程中(zhong)隨時進行質(zhi)量(liang)(liang)(liang)監(jian)(jian)(jian)管，及時發現(xian)和解(jie)決施工(gong)(gong)(gong)過(guo)程中(zhong)出現(xian)的(de)(de)(de)質(zhi)量(liang)(liang)(liang)問題，扎(zha)實走好(hao)保質(zhi)保量(liang)(liang)(liang)的(de)(de)(de)每(mei)一(yi)步(bu)(bu)。

3.4　運用實驗檢測來規(gui)范關鍵環節(jie)

3.4.1　控制路用材料的質量

對工程所需的(de)所有材(cai)料(liao)(liao)(liao)進行(xing)嚴格(ge)的(de)質(zhi)量檢(jian)測。不(bu)管是原材(cai)料(liao)(liao)(liao)、成(cheng)品材(cai)料(liao)(liao)(liao)還是半成(cheng)品材(cai)料(liao)(liao)(liao)，在投入(ru)使用前都應(ying)該要(yao)按(an)照(zhao)技(ji)術規定和實驗(yan)(yan)檢(jian)測規程進行(xing)嚴格(ge)的(de)質(zhi)量檢(jian)驗(yan)(yan)。對不(bu)合格(ge)的(de)材(cai)料(liao)(liao)(liao)要(yao)堅決不(bu)用于工程施工當中。

3.4.2　做好分部分項(xiang)工程質量驗收工作

一個公路工(gong)(gong)程(cheng)，不僅(jin)要做(zuo)好(hao)施工(gong)(gong)現(xian)場的(de)質(zhi)量(liang)控制，還要做(zuo)好(hao)對分(fen)(fen)部分(fen)(fen)項(xiang)(xiang)工(gong)(gong)程(cheng)的(de)質(zhi)量(liang)驗收工(gong)(gong)作。分(fen)(fen)部分(fen)(fen)項(xiang)(xiang)工(gong)(gong)程(cheng)的(de)交工(gong)(gong)驗收結果，是一個分(fen)(fen)部分(fen)(fen)項(xiang)(xiang)工(gong)(gong)程(cheng)施工(gong)(gong)質(zhi)量(liang)的(de)總體體現(xian)，它能夠反應(ying)出該分(fen)(fen)部分(fen)(fen)項(xiang)(xiang)工(gong)(gong)程(cheng)存在的(de)質(zhi)量(liang)問題和缺(que)陷。因此(ci)對分(fen)(fen)部分(fen)(fen)項(xiang)(xiang)工(gong)(gong)程(cheng)的(de)驗收要嚴格，尤其對質(zhi)量(liang)問題不能采取(qu)寬容的(de)態(tai)度。對于驗收不合(he)格的(de)分(fen)(fen)部分(fen)(fen)項(xiang)(xiang)工(gong)(gong)程(cheng)，要堅決地返工(gong)(gong)。

3.5　完善相關法律及管理制度

隨著我(wo)國公(gong)(gong)路橋(qiao)梁(liang)事業(ye)(ye)的(de)發(fa)展(zhan)，越來越多的(de)問題隨之出現(xian)。這些問題的(de)不(bu)斷出現(xian)長相出了(le)現(xian)有的(de)法(fa)律法(fa)規(gui)和(he)行業(ye)(ye)管(guan)理(li)(li)制度(du)存在的(de)空缺(que)。因此，完善公(gong)(gong)路橋(qiao)梁(liang)的(de)相關法(fa)律法(fa)規(gui)和(he)行業(ye)(ye)管(guan)理(li)(li)制度(du)已刻不(bu)容緩(huan)。只有健(jian)全了(le)我(wo)國的(de)公(gong)(gong)路橋(qiao)梁(liang)法(fa)規(gui)，完善了(le)公(gong)(gong)路橋(qiao)梁(liang)的(de)行業(ye)(ye)管(guan)理(li)(li)制度(du)，才能(neng)夠使得(de)我(wo)國的(de)公(gong)(gong)路橋(qiao)梁(liang)的(de)發(fa)展(zhan)有法(fa)可依(yi)、有章可循。

4　結束語