王福杰　张佳宁　秦毅　郭芳　任斌

摘  要：智能机器人作为一门涉及多专业多领域的学科，对学生的实践创新能力要求较高，单纯依靠高校建立完整有效的实践技能培养难以满足机器人企业对学生的要求，校企联合进行协同育人是解决该问题的有效措施。针对目前校企协同育人存在的普遍问题，该文聚焦于珠三角地区的产业特色与企业生产现状，首先深入分析阻碍校企协同育人模式发展的主要原因，结合东莞理工学院粤港机器人学院的教学现状，整合校内与企业的实践教学资源，开展形式多样的智能机器人实践教学改革与探索，着力提升大学生的工程实践能力与创新能力。

关键词：校企合作  协同育人  智能机器人  实践教学  人才培养

中图分类号：G647          文献标识码：A              文章编号：1672-3791（2021）02（a）-0127-03

Practice Teaching Reform and Exploration of Intelligent Robot Based on School Enterprise Collaborative Education

WANG Fujie1*  ZHANG Jianing2   QIN Yi1  GUO Fang1  REN Bin1

（1.Dongguan Institute of Technology， Dongguan， Guangdong Province， 523000 China; 2.Guangzhou University， Guangzhou， Guangdong  Province， 510006  China）

Abstract： Intelligent robot， as a discipline involving multi disciplines and multi fields， has higher requirements for students' practical and innovative ability. It is difficult to meet the requirements of robot enterprises for students to rely solely on the establishment of complete and effective practical skills training in colleges and universities. The cooperative education between colleges and enterprises is an effective measure to solve this problem. In view of the common problems existing in school enterprise collaborative education， this paper focuses on the industrial characteristics and enterprise production status in the Pearl River Delta region. Firstly， the main reasons hindering the development of school enterprise collaborative education mode are analyzed. Combined with the teaching status of Guangdong Hong Kong Robotics College of Dongguan Institute of Technology， the practical teaching resources of campus and enterprises are integrated， and various forms of intelligent robot practical teaching are carried out. The reform and exploration of learning should focus on improving the engineering practice ability and innovation ability of college students.

Key Words： School enterprise cooperation; Collaborative education; Intelligent robot; Practical teaching; Talent training

1  校企協同育人理念下的智能机器人实践教学  现状分析

智能机器人涉及多种关键技术，包括多传感信息耦合技术、机器人导航与定位、机器人视觉伺服技术、智能控制技术和人机接口技术等，在专业教育中要求授课教师具备多领域跨专业的知识基础，但目前大部分高校教师在实践教学方面聚焦于仿真验证，缺乏引导学生在实践操作方面的提升，这是造成本科生“眼高手低”“重理论轻实践”的原因之一，直接影响新工科人才的培养，不利于营造实践创新的学习氛围。因此，如何加强智能机器人的实践教学工作，围绕工程能力与实践创新能力进行课程改革是一项迫在眉睫的教学任务。……