Linan Zhang Chao Chen

【Abstract】Currently， many engineering universities in China have obtained some primary but meaningful results on the innovative talents training. However， there are still a lot of problems in the actual process.

【Key words】Innovative Talents； Training mode； Engineering education

【作者簡介】Linan Zhang， School of Mechanical Engineering， Hangzhou Dianzi University； Chao Chen， School of Information & Electronic Engineering， Zhejiang Gongshang University.

Personnel training mode， is actually talent training target， training standards and basic training method， which determines the fundamental characteristics of talents training in Colleges and Universities， embodies a concentrated reflection of the higher education thoughts and ideas of Education. This is descriptive concept of talent training mode. From the perspective of the definition， the personnel training mode is under the guidance of certain education thought and educational idea， in order to achieve a specific training goals and talents specification， taking the relative stability of teaching organization form， including training target， teaching system， teaching mode， teaching staff and campus cultural environment and other factors. Innovative talents training mode is to cultivate innovative talents for the implementation of the personnel training mode， operation process and related components to make the necessary adjustment and reform， make it more conducive to the cultivation of students innovative ability. China adopt the road of new industrialization， we must cultivate and foster a large number of high-quality engineering and technical personnel. However， there are a lot of drawbacks in the talent training mode of higher engineering colleges， which is the training of high quality engineering talents， affecting the training of innovative talents.

The concept of innovative personnel training throughout all of the education stages：

The soul of cultivating innovative talents is innovative education concept. From the early 1990s， China began to study the experience of foreign universities and meet the needs of society oriented to explore suitable for the national conditions of our country undergraduate innovative talents training mode， while recognizing the need to cultivate innovative talents becomes professional education as general education， Education focus must shift from emphasis on imparting knowledge and skills to the full development of human culture. After many years of education reform， the concept of general education and innovative education has been recognized by many educators， but in the process of implementing， a number of higher engineering colleges and universities have encountered great difficulties， The main reason： First， higher engineering colleges and universities in our country has been realized to update the education idea， but failed to complete the education idea transformation， the university should not only cultivate highly educated talents， should also cultivate innovative talents who can apply knowledge to practice. Second， in the stage of basic education， examination-oriented education phenomenon is still very serious， further study of the pressure to restrain the students creativity and affect the cultivation of innovative talents in colleges and universities. Cultivating innovative talents should be the common task of all levels of education， not higher education undertakes alone. Therefore， in the basic education stage， we should pay more attention to the cultivation of students innovative ability and innovative spirit， which lays the foundation for the cultivation of innovative talents in colleges and universities.

Reformation of course setting， teaching method and practice teaching system

Higher engineering colleges cultivate innovative talents should be carried out on the curriculum reform. Enhance the mutual penetration of humanities courses， economics and management courses and engineering courses. At present， Many higher engineering colleges and universities offer public basic course in humanities， administered by fewer types of courses and class hours， generally less than 3%， while only professional engineering management courses in developed countries universities requires more than 5% of the total credit.