The organic infiltration cooperation mode is usually the deep cooperation between schools and enterprises, not limited to the form, as long as the personnel training activities are infiltrated into the whole process of professional education. For example, Shanghai Electric Power University cooperated with Huaneng Shanghai Shidongkou No.2 Factory and Shanghai Electric Power Installation No.1 Company to carry out cooperative education in Industry-University-Research with comprehensive professional reform as the core. The basic idea is to take the reform of school professional education as a breakthrough, consider the law of school education and teaching and the requirements of enterprises for talents, reconstruct the teaching plan and professional curriculum system, reform the teaching content module, and strengthen the practical teaching link by using enterprise resources. The key to the implementation of this model is that enterprises participate in all aspects of professional education reform, including education management, teaching activities, curriculum system, ideological education and so on. This model can not only improve students' practical ability, but also promote the overall education and teaching reform of the school. Usually the effect is remarkable, but it involves a wide range and will encounter great difficulties and problems.
2. Reform the teaching plan and highlight the application of technology.
First of all, joint training in Industry-University-Research can attract technical personnel from enterprises to form professional advisory committees to participate in the formulation of teaching plans, which should be constructed from three aspects: students' knowledge, ability and quality structure. The theoretical curriculum system is constructed according to four modules: public courses, specialized courses, specialized courses and elective courses. The practical teaching system should follow the principle of from easy to difficult, and gradually move closer to the practice of science and engineering, and be constructed from cognitive practice, basic skills training, post skills training and comprehensive skills training. Secondly, we should emphasize practical teaching. Take mechanical engineering and automation specialty of Guangxi Institute of Technology as an example. They divide enterprise field practice into three stages: I, II and III.
The enterprise field practice I lasts for 2 weeks, with the purpose of enabling students to have a preliminary understanding of the present situation, technological progress, scientific and technological level and modern management science of China's machinery manufacturing industry. Enterprise internship II lasts for 2 weeks, the purpose of which is to enable students to deepen their understanding of what they have learned and provide necessary perceptual knowledge for subsequent professional courses, so as to directly understand the actual production process and production content of this major, and specifically understand the whole process of mold design, manufacturing and NC programming operation. The third internship in the enterprise is 1 1 week, which aims to enable students to further deepen their understanding of this professional knowledge and broaden their knowledge, so as to understand the new knowledge, new technology and modern production of the current mold industry.
3. Strengthen teacher training and improve teachers' scientific and technological ability.
No matter what kind of training mode, teachers are the key factor. Professional teachers who are completely unfamiliar with enterprise production and R&D activities in their professional fields and can't master modern technology are difficult to be competent for the teaching task of science and technology education. Therefore, engineering teachers must establish a correct scientific and technological ethics, have outstanding scientific and technological ability, be familiar with scientific and technological practice, and be proficient in one or more technologies in enterprise product research and development. Industry-University-Research's cooperative use of enterprise resources provides opportunities for teachers to improve their scientific and technological capabilities, such as jointly guiding graduation projects. In the mode of joint training of science and engineering professionals in Industry-University-Research, most of the topics of students' graduation projects come from enterprises. Combined with the actual project, it is also helpful to guide the graduation project together with enterprise engineers and improve teachers' scientific and technological ability.
The above are collected and sorted by Zhong Da Consulting Company.
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