Modern Social Science Research
Modern Social Science Research. 2025; 5: (10) ; 10.12208/j.ssr.20250391 .
总浏览量: 136
1 河北水利电力学院机械工程系 河北沧州
2 河北省工业机械手控制与可靠性技术创新中心 河北沧州
*通讯作者： 郗艳梅,单位： 河北水利电力学院机械工程系 河北沧州 河北省工业机械手控制与可靠性技术创新中心 河北沧州；
针对新工科背景下地方应用型高校出现的“学生学习动力不足”与“学、用脱节”等普遍性问题，本研究构建了以“兴趣驱动、就业引领”为核心的深度学习培养模式。该模式融合“四阶递进”式兴趣培养体系与多元协同育人机制，并于机械类专业开展了教学实践。通过对932名学生的问卷调研与成效分析发现，实施该模式后，学生专业兴趣度从35%显著提升至72%，就业对口率从65%增长至88%，考研录取率也从5.1%提升至13.6%。研究结果表明，该模式能有效激发学生学习内驱力，促进其深度学习与职业发展的深度融合。
Confronted with the pervasive challenges of inadequate student motivation and the theory-practice misalignment in local application-oriented universities within the emerging engineering education context, this study proposes a deep learning cultivation model anchored in the principle of “interest-driven and employment-oriented” education. The model incorporates a four-stage progressive interest cultivation framework and a multi-stakeholder collaborative education mechanism, implemented specifically in the mechanical engineering discipline. An empirical analysis based on questionnaire surveys of 932 students demonstrates that the implementation of the model resulted in a marked increase in professional interest from 35% to 72%, a rise in the employment alignment rate from 65% to 88%, and an improvement in the postgraduate enrollment rate from 5.1% to 13.6%. The findings affirm that the proposed model effectively enhances students' intrinsic motivation, facilitates deep learning, and strengthens the integration of academic development with professional readiness.
[1] 吴岩. 新时代中国高等教育的使命与挑战[J]. 中国高教研究, 2022(5): 1-6.
[2] 董刚, 杨理连. 产教融合型企业建设的现实困境与推进策略[J]. 高等工程教育研究, 2020(2): 97-102.
[3] 教育部. 关于引导部分地方普通本科高校向应用型转变的指导意见[Z]. 2015.
[4] 吴岩. 新工科：高等工程教育的未来之路[J]. 高等工程教育研究，2018(3): 1-7.
[5] 陈晓明. 应用型本科院校产教融合的实践路径[J]. 中国高等教育，2020(8): 45-48.
[6] 李芒, 葛楠. 深度学习视域下的大学教学变革[J]. 中国电化教育, 2021(8): 1-8+26.
[7] Fullan M, Langworthy M. A Rich Seam: How New Pedagogies Find Deep Learning[M]. London: Pearson, 2014.
[8] 钟启泉. 从“知识传递”到“素养养成”[J]. 教育研究, 2022, 43(5): 152-155.
[9] 刘斌，张文兰. 基于学习动机理论的混合式学习设计研究[J]. 电化教育研究，2016(5): 84-90.
[10] Lent R W. Social Cognitive Career Theory at 25: Empirical Status of the Interest, Choice, and Performance Models[J]. Journal of Vocational Behavior, 2020, 126: 103496.