主办：陕西省汽车工程学会
ISSN 1671-7988  CN 61-1394/TH
创刊：1976年
汽车实用技术

汽车实用技术 ›› 2025, Vol. 50 ›› Issue (16): 111-116.DOI: 10.16638/j.cnki.1671-7988.2025.016.023

• 汽车教育 • 上一篇    

新质生产力背景下人才培养贯通模式的 探索与实践 ——以云南省汽车服务工程“3+2”为例

李玮，王俊，马锐，陈文刚，马荣   

  1. 西南林业大学 机械与交通学院
  • 发布日期:2025-08-20
  • 通讯作者: 李玮
  • 作者简介:李玮（1967－），女，博士，教授，研究方向为本科教学管理与教学改革
  • 基金资助:
    西南林业大学教育科学研究课题“汽车服务工程专业专本‘3+2’贯通人才培养模式研究”（ZT202403）

Exploration and Practice of the Integrated Talent Cultivation Model under the Background of New Quality Productive Forces －Taking the "3+2" Program of Automobile Service Engineering in Yunnan Province as an Example

LI Wei, WANG Jun, MA Rui, CHEN Wengang, MA Rong   

  1. School of Mechanical and Transportation, Southwest Forestry University
  • Published:2025-08-20
  • Contact: LI Wei

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摘要： 为响应新质生产力背景下云南省汽车产业对高层次技术技能人才的需求，文章以汽车 服务工程专业“3+2”贯通培养模式为研究对象，探讨其优化路径。通过文献分析、问卷调查、 课程对比与访谈调研，发现该模式存在质量标准不统一、课程重复率较高、“双师型”教师占 比偏低、企业参与度不足等问题。针对上述挑战，文章提出构建统一质量保障体系、模块化 课程结构、双导师育人机制、跨境校企合作等七项对策，预期通过优化措施有效提升课程衔 接度、师资结构合理性和人才培养质量。

关键词: 新质生产力；“3+2”贯通培养模式；汽车服务工程；职业教育改革

Abstract: In response to the growing demand for high-level technical and skilled personnel in Yunnan Province's automotive industry under the background of new quality productive forces, this paper focuses on the "3+2" integrated training model for the automotive service engineering program and explores optimization pathways. Based on literature analysis, questionnaire surveys, curriculum comparison, and expert interviews, the study identifies several challenges in the current model, including the lack of unified quality standards, a high rate of course duplication, a low proportion of "dual-qualified" teachers, and insufficient industry participation. To address these issues, the paper proposes seven targeted strategies, including the establishment of a unified quality assurance system, a modular curriculum structure, a dual-mentor education mechanism, and cross-border industryacademia collaboration. These measures are expected to significantly improve curriculum alignment, the rationality of faculty composition, and the overall quality of talent cultivation.

Key words: new quality productive forces; "3+2" integrated training model; automotive service engineering; vocational education reform