| 莫文轩,刘宝杰,姚双全,梁辰,聂双喜,何辉,覃程荣.“真题实做、双师共育、三真培养”轻化工程专业毕业设计（论文）教学改革与探索[J].中国造纸,2026,45(5):221-224 |
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| “真题实做、双师共育、三真培养”轻化工程专业毕业设计（论文）教学改革与探索 |
| “Real Topics, Dual Mentorship, and Three-real Cultivation”: Reform and Exploration of Graduation Design(Thesis) in Light Chemical Engineering |
| 收稿日期： |
| DOI：10.11980/j.issn.0254-508X.2026.05.026 |
| 关键词: 轻化工程 毕业设计（论文） 项目制教学 |
| Key Words:light chemical engineering graduation design(thesis) project-based learning |
| 基金项目: |
| 作者 | 单位 | 邮编 | | 莫文轩* | 广西大学轻工与食品工程学院,广西南宁,530004 | 530004 | | 刘宝杰 | 广西大学轻工与食品工程学院,广西南宁,530004 | 530004 | | 姚双全 | 广西大学轻工与食品工程学院,广西南宁,530004 | 530004 | | 梁辰 | 广西大学轻工与食品工程学院,广西南宁,530004 | 530004 | | 聂双喜 | 广西大学轻工与食品工程学院,广西南宁,530004 | 530004 | | 何辉 | 广西大学轻工与食品工程学院,广西南宁,530004 | 530004 | | 覃程荣* | 广西大学轻工与食品工程学院,广西南宁,530004 | 530004 |
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| 摘要:针对新工科建设背景下，传统轻化工程专业毕业设计（论文）面临的选题虚拟化、过程封闭化及评价单一化等“三脱离”困境，广西大学轻化工程专业联合造纸企业，开展了基于“真题实做、双师共育、三真培养”理念的深度产教融合项目制教学改革。改革通过构建以企业真实技术难题为源头的“真题”导入机制，实施校内学术导师与企业工程导师协同的“双师”指导模式，并创设沉浸式企业研发场景，确立了“真环境、真问题、真成长”的“三真”培养路径。实践表明，该模式显著提升了学生的工程实践能力、创新精神与团队协作素养，促进了毕业设计成果与产业需求的精准对接，有效实现了“教育链-人才链-产业链-创新链”的四链有机贯通，为新工科背景下轻工类专业构建产教融合协同育人新范式提供了可复制的经验。 |
| Abstract:In the context of emerging engineering education， traditional graduation designs(thesis) in light chemical engineering programs often face the dilemma of “three disconnections”： the virtualization of topics， the isolation of processes， and the one-dimensional nature of evaluation. To address these challenges， Guangxi University， in collaboration with leading industry enterprises， had implemented a deep industry-education integration reform utilizing project-based learning. Guided by the philosophy of “real topics， dual mentorship， and three-real cultivation，” this reform constructed a mechanism to derive “real topics” directly from authentic industrial technical problems. It implemented a “dual-mentor” system involving both academic supervisors and industrial engineers， and establishes a “three-real” cultivation pathway characterized by immersive “real environments”， the resolution of “real problems”， and the achievement of “real professional growth”. Implementation demonstrated that this model significantly enhances students’ engineering practice capabilities， innovative spirit， and teamwork skills. It promoted the precise alignment of graduation design outcomes with industrial demands and effectively achieved the organic integration of the “education， talent， industry， and innovation” chains. Consequently， it provided a replicable paradigm for synergistic industry-academia cultivation for light industry-related majors within the context of emerging engineering education. |
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