摘要

制造业智能化改造与数字化转型，对高职工科人才的问题分析、技术改进与现场服务能力提出了新要求。如何将科研方法训练与技术服务实践融入人才培养全过程，已成为高职院校推进科教融汇亟待解决的重要问题。本文基于政策文本与相关研究，界定高职新工科人才科研素养与技术服务能力的内涵，并分析课程组织、资源转化、师资协同、评价导向等方面的融合障碍。在此基础上，构建以科研素养和技术服务能力为“双核”，以课程体系、实践平台、师资队伍和评价机制为支撑的人才培养框架，提出课程融通、项目驱动、平台共享与机制保障等实施路径。研究强调，应通过真实技术任务的教学转化、科研过程的分层参与以及学习成果的多主体评价，推动学生形成从问题识别、证据分析到方案实施、效果验证的完整能力链条。该框架可为高职院校开展相关教学改革提供参考，其实施效果仍需通过持续的教学实践与实证研究加以检验。

Abstract

Intelligent upgrading and digital transformation in manufacturing place new demands on vocational engineering students’ abilities to analyse problems, improve technologies, and provide technical services. Integrating research methods and technical service practice throughout the curriculum is therefore an important task for higher vocational colleges. Drawing on policy documents and relevant literature, this paper defines research literacy and technical service competence in vocational engineering education and examines barriers related to curriculum organisation, resource translation, faculty collaboration, and assessment. It proposes a framework centred on these two competencies and supported by curricula, practice platforms, faculty teams, and assessment mechanisms. Four implementation pathways are developed: curriculum integration, project-based learning, platform sharing, and institutional support. The framework emphasises translating authentic technical tasks into learning activities, enabling progressive participation in research, and assessing learning outcomes through multiple stakeholders. These arrangements are intended to develop a coherent competency sequence from problem identification and evidence analysis to solution implementation and outcome verification. The framework provides a basis for educational reform, while its effectiveness requires further evaluation through teaching practice and empirical research.

参考文献