毛晓波　李志辉

摘  要：以“大学四年科技创新不断线”为目标，建立“教师引导、学生主体、年年参与、人人收获”的科技创新人才培养模式，科学合理地配置四年科创的内容，加强学生创新意识和综合实践能力的培养。经多年实践证明，提出的培养模式和具体实施方案，保障了实践教学质量，从根本上扭转了目前实践内容滞后于科技发展的不利局面，紧跟时代步伐，满足社会对创新型、复合型人才的需求。

关键词：教学改革;科技创新;人才培养模式;实践教学

中图分类号：G640       文献标志码：A          文章编号：2096-000X（2021）25-0023-04

Abstract： With the goal of "continuous innovation of science and technology in four years of University"， this paper establishes the training mode of scientific and technological innovation talents with "teacher guidance， students' main body， annual participation and everyone's harvest". The paper puts forward reasonably allocating the contents of scientific and technological innovation in four years， strengthening the cultivation of students' innovative consciousness and comprehensive practical ability. It has been proved by many years of practice that the proposed training mode and implementation scheme can guarantee the quality of practical teaching. It has fundamentally reversed the unfavorable situation that the practice content lags behind the development of science and technology， keep pace with the times， to meet the needs of the society for innovative and interdisciplinary talents.

Keywords： reform in teaching; science and technology innovation; talent training mode; practice teaching

當前，为适应人工智能、大数据、云计算及物联网等高新技术的迅猛发展和广泛应用，许多高校纷纷设立“新工科”“医工交叉学科”等本科新专业，并探索与之相适应的人才培养模式。热门的“新工科”专业，如大数据类、人工智能类、云计算类、智能科学与技术类学科等有个共同的特点即电子技术、计算机技术等信息技术类课程多、实践环节分量重。但由于经费所限，高校实验设备无法快速更新换代，实验教学体系、教学内容跟不上课程内容的更新速度，不可避免地出现实践教学环节内容和方法陈旧、滞后。实验内容仍为延续多年的验证性实验，实验方法是按照指导书上规定的步骤机械地进行，学生处于消极被动状态。仅靠目前实验教学环节难以实现对学生创新意识、实践能力和综合素质的培养，跟不上现代信息技术日新月异的发展步伐，无法实现设置“新工科”的初衷和美好愿景，亟待改革和完善。……