物流工程专业数字乡村供应链产教融合实践教学模式构建

摘要

数字乡村建设加速推动农村物流由单一运输配送向数据驱动、网络协同和全链条运营转型，也对应用型本科物流工程专业实践教学提出了新的能力要求。针对现有实践教学中产业场景真实性不足、课程内容与供应链业务割裂、校企协同停留于资源层面以及数字技术应用与专业任务脱节等问题，本文立足2023年新设物流工程专业首届学生培养实际，将数字乡村供应链作为连接产业需求与实践教学的情境载体，提出“产业场景导入、真实项目驱动、课程任务重构、数字工具赋能、校企协同实施、多元成果评价”的实践教学模式。该模式以农产品上行、县域共同配送、农村电商仓配和农产品冷链四类典型场景为基础，将企业业务问题转化为跨课程、递进式实践任务，形成“场景—项目—课程—能力”贯通机制，并通过校企双导师和过程性评价保障运行，研究可为新设应用型本科物流工程专业深化产教融合、服务数字乡村建设提供参考。

Abstract

The advancement of digital rural construction is accelerating the transformation of rural logistics from simple transportation and distribution to data-driven, network-coordinated, and full-chain operations, which in turn imposes new competency requirements on the practical teaching of applied undergraduate logistics engineering programs. In response to existing problems in current practical teaching—such as insufficient authenticity of industrial scenarios, disconnection between course content and supply chain operations, school-enterprise collaboration remaining at the resource-sharing level, and the detachment of digital technology applications from professional tasks—this study, grounded in the practical experience of educating the inaugural cohort of students enrolled in the newly established logistics engineering program in 2023, employs digital rural supply chains as a contextual vehicle linking industrial demands and practical teaching. It proposes a practical teaching model characterized by "industrial scenario introduction, real-project driven approach, course task restructuring, digital tool empowerment, collaborative school-enterprise implementation, and diversified outcome evaluation." This model is based on four typical scenarios: upstream agricultural product distribution, county-level shared delivery, rural e-commerce warehousing and distribution, and agricultural product cold-chain logistics. It transforms enterprise business problems into cross-curricular, progressively structured practical tasks, establishing an integrated mechanism of "scenario–project–course–competence." The model is further supported by dual mentoring from both academic and industry instructors and process-oriented evaluation to ensure effective operation. This research may serve as a reference for newly established applied undergraduate logistics engineering programs in deepening industry-education integration and supporting digital rural construction.

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