现场工程师“双主体、三递进、四共同”校企协同培养模式构建与实施

Construction and implementation of the “dual-subject, three-progression, four-joint-collaboration” school-enterprise collaborative training model for on-site engineers

摘要

针对高端装备制造领域现场工程师培养中存在的产教融合“合而不深”、人才培养路径断层、评价标准与岗位需求脱节等痛点问题,本研究依托长春职业技术大学与长春智灵光电科技有限公司共建的“光电快反镜测试与装调”典型生产实践项目,构建并实施了“双主体、三递进、四共同”校企协同培养模式.该模式破除了校企壁垒,确立双元育人主体地位,创新设计了从“学生”到“员工”四重身份有序演进的“三递进”培养路径,全面落实了“共同制定方案、共同构建课程、共同组织教学、共同评价质量”的全链条协同机制,并推行了“产品即试卷、标准即考分”的考核评价改革.实践表明,该模式有效实现了教学过程与生产过程的精准对接,学生岗位胜任力实现跨越式提升,毕业生专业对口率稳定在85%以上,合作企业录用率超过90%,形成了“人才共育、技术共研、成果共享”的产教融合新生态,为职业教育现场工程师培养提供了可复制、可推广的实践范例.

Abstract

To address critical challenges in the training of on-site engineers for the high-end equipment manufacturing field such as inadequate integration of industry and education, fragmented talent development pathways and the disconnect between evaluation criteria and job requirements, this study relies on a typical production practice project of “optoelectronic fast-steering mirror testing and assembly”, jointly developed by Changchun Polytechnic University and Changchun Zhiling Optoelectronics Technology Co., Ltd., to construct and implement a “dual-subject, three-progression, four-joint-collaboration” school-enterprise collaborative training model. This model breaks down the barriers between school and enterprise, establishes a dual-subject educational status and innovatively designs a “three-progression” training pathway for the orderly progression with four identities from “students” to “employees”. Furthermore, a full-chain collaborative mechanism characterized by “joint planning, joint curriculum development, joint teaching organization and joint quality assessment” has been fully implemented. Meanwhile, assessment reforms of “products as test papers and standards as test scores” have been carried out. Practice demonstrates that this model effectively achieves precise alignment between teaching and production processes, enabling a significant leap in students' job competency. The employment rate of graduates in their professional fields has stabilized at over 85%, and the recruitment rate by partner enterprises exceeds 90%, thus a new ecosystem of industry-education integration featuring “co-cultivation of talents, collaborative technological research and shared outcomes” is formed, which provides a replicable and scalable paradigm for training on-site engineers in vocational education.

关键词

现场工程师 / 校企协同 / 双主体 / 三递进 / 产教融合

Key words

on-site engineers / school-enterprise collaboration / dual-subject / three-progression / industry-education integration

参考文献

[1] 教育部办公厅等五部门 关于实施职业教育现场工程师专项培养计划的通知:教职成厅〔2022〕2号[A/OL]. [2025—12—08]. http://www.moe.gov.cn/srcsite/A07/s7055/202211/t20221104_932353.html.

[2] 王姗珊, 隋秀梅, 张鑫, 等. 基于模块化教学的专业群人才培养模式改革研究与实践[J]. 中国职业技术教育, 2020(35): 85-88.

[3] 张向华, 李江, 粟梅. 地方本科院校“双师型”教师共同体建设研究[J]. 教师教育学报, 2021, 8(6): 130-138.

[4] 张杰, 潘承恩, 李海涛. 基于CIPP模型的职业院校产教融合质量评价指标构建研究[J]. 中国职业技术教育, 2023(15): 54-60.

基金资助

2024年度吉林省职业教育与成人教育教学改革研究课题(2024ZCY422)

2025年度吉林省职业教育与成人教育教学改革研究课题(2025ZCY426)

2025年度吉林省职业教育与成人教育教学改革研究课题(2025ZCY292)