国际中文开源期刊平台

产教融合背景下内蒙古专业研究生人才培养路径优化

Optimization of the Cultivation Path of Professional Graduates in Inner Mongolia Under the Background of Integration of Industry and Education

教育研讨 / 2024,6(2)：161-167 / 2024-03-29 168 241

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• 作者： 陈丽兰     
• 单位：

  内蒙古财经大学会计学院，呼和浩特

• 关键词： 产教融合； 专业学位；应用型人才
• Integration of industry and education; Professional degree; Applied talents
• 摘要： 专业研究生学位的职业性属性要求高校不断强化职业性理念，坚持产教融合。当前内蒙古自治区专业学位建设存在部分实践教学基地建设未能实现深度共建、产教融合机制尚不成熟、双导师制度作用发挥不充分、评价机制和评价指标体系不够健全等问题，学校“一头热”或学校、企业“两头都不热”的现象较为普遍。研究提出从强化产业和教育的深度共建融合，建立联合共建机制、实现管理规范化，加强校内外导师合作、完善导师团队建设机制，构建多主体参与、全过程评价的评价体系等四方面进行改进，以实现产教深度融合，着力打造一批示范性高层次专业人才培养实体，为全方位“模范自治区”建设提供支持与保障。
• The professional attributes of professional graduate degree require universities to continuouslystrengthen the professional concept and adhere to the integration of industry and education.At present,there are some problems in the construction of professional degree in Inner Mongolia AutonomousRegion, such as the construction of some practical teaching bases has not realized the deep jointconstruction, the integration mechanism of industry and education is not mature, the double-tutor systemhas not fully played its role, and the evaluation mechanism and evaluation index system are not perfect.The phenomenon of “one end hot” or “two ends not hot” is common.The study proposes to improvefrom four aspects: strengthening the deep joint construction and integration of industry and education,establishing a joint construction mechanism to achieve standardized management, strengthening thecooperation between inside and outside the school to improve the tutor team construction mechanism,and building a multi-subject participation and whole process evaluation evaluation system. The aim is toachieve the deep integration of industry and education, and strive to create a number of demonstrationhigh-level professional talents training entities to serve the construction of an all-round “modelautonomous region”.
• DOI： https://doi.org/10.35534/es.0602025
• 引用： 陈丽兰．产教融合背景下内蒙古专业研究生人才培养路径优化［J］．教育研讨，2024，6（2）：161-167．