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　　重(zhong)慶(qing)大學(xue)認真學(xue)習(xi)(xi)貫徹習(xi)(xi)近(jin)平總(zong)書(shu)記關于(yu)教育(yu)的(de)重(zhong)要(yao)論(lun)述，主動應對新(xin)一輪科(ke)技革(ge)命和產業(ye)變革(ge)，持續加(jia)強新(xin)工(gong)科(ke)建設，以創(chuang)新(xin)培(pei)養理(li)念、優化專業(ye)結構、整合(he)優質(zhi)資源、深化創(chuang)新(xin)實(shi)踐(jian)為重(zhong)點，深入推(tui)進人(ren)才(cai)培(pei)養模式改(gai)革(ge)，努力(li)選拔培(pei)育(yu)具有家國情懷(huai)、全球視野、創(chuang)新(xin)精神和實(shi)踐(jian)能力(li)的(de)卓越工(gong)程科(ke)技人(ren)才(cai)，以高質(zhi)量(liang)人(ren)才(cai)培(pei)養助(zhu)力(li)服務新(xin)質(zhi)生產力(li)發(fa)展。

　　創新(xin)(xin)(xin)(xin)培(pei)(pei)養(yang)(yang)理念，探(tan)索新(xin)(xin)(xin)(xin)工(gong)科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)培(pei)(pei)養(yang)(yang)模式(shi)。研究與新(xin)(xin)(xin)(xin)時(shi)代高(gao)質(zhi)量發展相適應(ying)的(de)(de)(de)新(xin)(xin)(xin)(xin)工(gong)科(ke)(ke)(ke)(ke)人才(cai)(cai)主要(yao)特質(zhi)，探(tan)索提出未(wei)來新(xin)(xin)(xin)(xin)工(gong)科(ke)(ke)(ke)(ke)人才(cai)(cai)應(ying)具備的(de)(de)(de)核(he)心能力(li)(li)，并(bing)以(yi)核(he)心能力(li)(li)作為新(xin)(xin)(xin)(xin)工(gong)科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)目(mu)標(biao)，系統(tong)推進工(gong)程教(jiao)(jiao)(jiao)育(yu)(yu)改革，構建“專業教(jiao)(jiao)(jiao)育(yu)(yu)，跨(kua)界實(shi)(shi)踐”“知行(xing)交替，循環遞進”“理工(gong)交叉，本研貫通”“學(xue)科(ke)(ke)(ke)(ke)交叉，項(xiang)目(mu)驅(qu)動(dong)(dong)”四(si)種新(xin)(xin)(xin)(xin)工(gong)科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)培(pei)(pei)養(yang)(yang)模式(shi)。改革組織管理，統(tong)籌全校新(xin)(xin)(xin)(xin)工(gong)科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)資源，實(shi)(shi)施大類招生(sheng)、大類培(pei)(pei)養(yang)(yang)和大類管理。實(shi)(shi)施本科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)2029行(xing)動(dong)(dong)計劃(hua)，將新(xin)(xin)(xin)(xin)工(gong)科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)理念和培(pei)(pei)養(yang)(yang)模式(shi)融入探(tan)索多(duo)樣化(hua)人才(cai)(cai)培(pei)(pei)養(yang)(yang)方案，建立(li)有利于學(xue)科(ke)(ke)(ke)(ke)交叉與專業融合、動(dong)(dong)態可調的(de)(de)(de)協同(tong)機制。制定(ding)實(shi)(shi)施《重慶大學(xue)本科(ke)(ke)(ke)(ke)專業評估辦法》等(deng)(deng)文件，改革傳統(tong)評價方法和質(zhi)量監控方式(shi)，確(que)立(li)“新(xin)(xin)(xin)(xin)工(gong)科(ke)(ke)(ke)(ke)”人才(cai)(cai)培(pei)(pei)養(yang)(yang)評價標(biao)準。推動(dong)(dong)新(xin)(xin)(xin)(xin)工(gong)科(ke)(ke)(ke)(ke)建設(she)成果共(gong)享共(gong)建，總結(jie)凝練(lian)新(xin)(xin)(xin)(xin)工(gong)科(ke)(ke)(ke)(ke)建設(she)經驗，聯合申報(bao)的(de)(de)(de)“新(xin)(xin)(xin)(xin)工(gong)科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)”項(xiang)目(mu)獲得(de)高(gao)等(deng)(deng)教(jiao)(jiao)(jiao)育(yu)(yu)(本科(ke)(ke)(ke)(ke))國(guo)家級教(jiao)(jiao)(jiao)學(xue)成果特等(deng)(deng)獎，牽(qian)頭申報(bao)的(de)(de)(de)“學(xue)科(ke)(ke)(ke)(ke)交叉、跨(kua)界融合、多(duo)元設(she)計、個性發展—新(xin)(xin)(xin)(xin)工(gong)科(ke)(ke)(ke)(ke)人才(cai)(cai)培(pei)(pei)養(yang)(yang)的(de)(de)(de)‘重大經驗’”項(xiang)目(mu)獲得(de)重慶市高(gao)等(deng)(deng)教(jiao)(jiao)(jiao)育(yu)(yu)教(jiao)(jiao)(jiao)學(xue)成果特等(deng)(deng)獎。

　　優(you)化專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)結(jie)構(gou)(gou)，完善(shan)傳(chuan)統專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)改(gai)造升(sheng)級機(ji)制(zhi)。遵循“理(li)工(gong)(gong)并重、文理(li)滲透、醫(yi)工(gong)(gong)結(jie)合、學科(ke)交叉、國際前(qian)沿”的(de)(de)理(li)念，積極開(kai)展新(xin)工(gong)(gong)科(ke)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)內涵與(yu)特(te)征的(de)(de)研究與(yu)探索。加強專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)建設(she)(she)，優(you)化和調整(zheng)本科(ke)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)，增設(she)(she)智能制(zhi)造工(gong)(gong)程(cheng)(cheng)、儲(chu)能科(ke)學與(yu)工(gong)(gong)程(cheng)(cheng)、人(ren)工(gong)(gong)智能、數據科(ke)學與(yu)大(da)(da)數據技(ji)術、智能建造、碳(tan)儲(chu)科(ke)學與(yu)工(gong)(gong)程(cheng)(cheng)和智能醫(yi)學工(gong)(gong)程(cheng)(cheng)等(deng)10個(ge)新(xin)工(gong)(gong)科(ke)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)，培(pei)(pei)養國家及(ji)地(di)方(fang)、行業(ye)(ye)(ye)和產業(ye)(ye)(ye)急(ji)(ji)需(xu)(xu)的(de)(de)復合型(xing)工(gong)(gong)科(ke)人(ren)才。積極改(gai)造傳(chuan)統工(gong)(gong)科(ke)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)，針對(dui)機(ji)械工(gong)(gong)程(cheng)(cheng)、土木工(gong)(gong)程(cheng)(cheng)、電氣工(gong)(gong)程(cheng)(cheng)3個(ge)傳(chuan)統優(you)勢工(gong)(gong)科(ke)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)，以“信息技(ji)術+傳(chuan)統專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)”的(de)(de)模式制(zhi)訂全新(xin)的(de)(de)人(ren)才培(pei)(pei)養方(fang)案(an);建筑(zhu)學部(bu)7個(ge)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)與(yu)相關研究機(ji)構(gou)(gou)和高校合作(zuo)，開(kai)展跨學科(ke)多專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)“大(da)(da)部(bu)制(zhi)聯(lian)合畢業(ye)(ye)(ye)設(she)(she)計”。突(tu)破(po)專(zhuan)(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)壁壘實施跨界培(pei)(pei)養，聯(lian)合兄弟高校申報“碳(tan)儲(chu)科(ke)學與(yu)工(gong)(gong)程(cheng)(cheng)”，培(pei)(pei)養碳(tan)捕(bu)集、碳(tan)封存、碳(tan)利用等(deng)領域急(ji)(ji)需(xu)(xu)的(de)(de)具有理(li)論基礎和實踐能力的(de)(de)高素質(zhi)人(ren)才，獲批建設(she)(she)國家儲(chu)能技(ji)術產教融合創(chuang)新(xin)平臺。

　　整合優質(zhi)資(zi)(zi)源，打(da)造新(xin)工(gong)科(ke)(ke)學(xue)(xue)生培養體(ti)(ti)系(xi)。加強優質(zhi)課程(cheng)資(zi)(zi)源建(jian)(jian)設(she)，構(gou)建(jian)(jian)以“通(tong)專(zhuan)融合、跨(kua)界培養”為特征的(de)(de)課程(cheng)體(ti)(ti)系(xi)，圍繞“科(ke)(ke)學(xue)(xue)精神(shen)與(yu)探索創(chuang)(chuang)新(xin)”“哲(zhe)學(xue)(xue)審視與(yu)思辨求真(zhen)”“文(wen)化傳承與(yu)溝通(tong)交流(liu)”“社會認知與(yu)合作擔當”“自然生命(ming)與(yu)自我(wo)塑造”5大模塊(kuai)開(kai)設(she)通(tong)識(shi)課程(cheng)100余(yu)門(men)，將美育、體(ti)(ti)育、心(xin)理學(xue)(xue)、設(she)計藝術(shu)、社會實(shi)踐(jian)(jian)等基(ji)(ji)(ji)本(ben)能力(li)培養納入(ru)通(tong)識(shi)教育范(fan)疇，奠定學(xue)(xue)生數(shu)理化文(wen)史哲(zhe)基(ji)(ji)(ji)礎。加強優質(zhi)師(shi)(shi)資(zi)(zi)隊伍建(jian)(jian)設(she)，建(jian)(jian)立(li)包括800余(yu)名校內外專(zhuan)業人(ren)士的(de)(de)創(chuang)(chuang)新(xin)創(chuang)(chuang)業導師(shi)(shi)庫;組建(jian)(jian)跨(kua)學(xue)(xue)科(ke)(ke)教學(xue)(xue)團隊，建(jian)(jian)立(li)跨(kua)學(xue)(xue)科(ke)(ke)項(xiang)目平臺(tai)，推進跨(kua)學(xue)(xue)科(ke)(ke)合作學(xue)(xue)習(xi)，促進不同(tong)專(zhuan)業的(de)(de)師(shi)(shi)生交流(liu)，培養面向復雜工(gong)程(cheng)問題的(de)(de)新(xin)工(gong)科(ke)(ke)人(ren)才(cai)，跨(kua)專(zhuan)業選課學(xue)(xue)生達10000人(ren)次/年(nian)，促進學(xue)(xue)生“知識(shi)、能力(li)、素(su)質(zhi)”的(de)(de)協(xie)調發展(zhan)。將創(chuang)(chuang)新(xin)教育融入(ru)新(xin)工(gong)科(ke)(ke)人(ren)才(cai)培養全過(guo)程(cheng)，構(gou)建(jian)(jian)“444”創(chuang)(chuang)新(xin)實(shi)踐(jian)(jian)體(ti)(ti)系(xi)，即本(ben)科(ke)(ke)四(si)年(nian)不間斷，依(yi)托學(xue)(xue)院—學(xue)(xue)校—省部—國家(jia)四(si)個層(ceng)級的(de)(de)學(xue)(xue)科(ke)(ke)競賽、科(ke)(ke)研(yan)訓(xun)練項(xiang)目、科(ke)(ke)研(yan)導師(shi)(shi)團隊項(xiang)目、科(ke)(ke)教產(chan)(chan)教融合的(de)(de)四(si)類項(xiang)目，開(kai)展(zhan)有組織(zhi)的(de)(de)高水平科(ke)(ke)研(yan)訓(xun)練。創(chuang)(chuang)建(jian)(jian)“產(chan)(chan)品創(chuang)(chuang)意驅動、學(xue)(xue)習(xi)實(shi)踐(jian)(jian)同(tong)步”的(de)(de)創(chuang)(chuang)新(xin)實(shi)踐(jian)(jian)模式，形成“產(chan)(chan)品創(chuang)(chuang)意驅動—項(xiang)目制—基(ji)(ji)(ji)金資(zi)(zi)助—基(ji)(ji)(ji)地孵(fu)化”實(shi)踐(jian)(jian)新(xin)路(lu)徑(jing)，不斷提(ti)升學(xue)(xue)生的(de)(de)創(chuang)(chuang)新(xin)意識(shi)和能力(li)。

　　深化(hua)創(chuang)(chuang)(chuang)(chuang)新(xin)實(shi)(shi)踐，建(jian)設(she)新(xin)工(gong)(gong)(gong)科(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)科(ke)(ke)(ke)創(chuang)(chuang)(chuang)(chuang)平(ping)臺(tai)(tai)。建(jian)設(she)校企(qi)(qi)(qi)地(di)(di)(di)協(xie)同的新(xin)工(gong)(gong)(gong)科(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)科(ke)(ke)(ke)創(chuang)(chuang)(chuang)(chuang)平(ping)臺(tai)(tai)，對(dui)接科(ke)(ke)(ke)技(ji)產品孵化(hua)，構建(jian)新(xin)經濟與(yu)新(xin)工(gong)(gong)(gong)科(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)可持續發(fa)展(zhan)的新(xin)機制，打造“高校主導、企(qi)(qi)(qi)業(ye)(ye)共建(jian)、政(zheng)府支撐”的新(xin)工(gong)(gong)(gong)科(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)科(ke)(ke)(ke)創(chuang)(chuang)(chuang)(chuang)生(sheng)(sheng)態(tai)體系。與(yu)重(zhong)慶市(shi)兩(liang)江新(xin)區、智能(neng)產業(ye)(ye)科(ke)(ke)(ke)創(chuang)(chuang)(chuang)(chuang)基(ji)(ji)地(di)(di)(di)共同成立(li)“明月(yue)科(ke)(ke)(ke)創(chuang)(chuang)(chuang)(chuang)實(shi)(shi)驗班”，實(shi)(shi)施(shi)以項目為驅(qu)動的教(jiao)(jiao)(jiao)學(xue)范式(shi)改革新(xin)工(gong)(gong)(gong)科(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)試點。與(yu)云計算(suan)及人(ren)工(gong)(gong)(gong)智能(neng)科(ke)(ke)(ke)技(ji)公司合(he)(he)作(zuo)(zuo)建(jian)立(li)“微(wei)學(xue)位(wei)模(mo)(mo)(mo)(mo)式(shi)”，學(xue)生(sheng)(sheng)通過教(jiao)(jiao)(jiao)學(xue)科(ke)(ke)(ke)研(yan)一體化(hua)技(ji)術支撐平(ping)臺(tai)(tai)，完成基(ji)(ji)礎(chu)課程(cheng)學(xue)習(xi)和(he)競賽實(shi)(shi)戰(zhan)等，獲得(de)微(wei)學(xue)位(wei)認證。與(yu)汽車企(qi)(qi)(qi)業(ye)(ye)在(zai)機械制造、車輛工(gong)(gong)(gong)程(cheng)等多個專業(ye)(ye)領域合(he)(he)作(zuo)(zuo)共建(jian)工(gong)(gong)(gong)程(cheng)實(shi)(shi)踐教(jiao)(jiao)(jiao)育(yu)(yu)平(ping)臺(tai)(tai)，推行“3+1”人(ren)才(cai)培(pei)(pei)養(yang)模(mo)(mo)(mo)(mo)式(shi)。與(yu)有關行業(ye)(ye)企(qi)(qi)(qi)業(ye)(ye)創(chuang)(chuang)(chuang)(chuang)設(she)12個聯(lian)合(he)(he)培(pei)(pei)養(yang)實(shi)(shi)驗班，與(yu)40家500強企(qi)(qi)(qi)業(ye)(ye)合(he)(he)作(zuo)(zuo)建(jian)立(li)實(shi)(shi)習(xi)基(ji)(ji)地(di)(di)(di)。與(yu)國(guo)外高校共建(jian)聯(lian)合(he)(he)學(xue)院(yuan)，實(shi)(shi)施(shi)“知行交替，循環遞進”的培(pei)(pei)養(yang)模(mo)(mo)(mo)(mo)式(shi)，建(jian)立(li)國(guo)內學(xue)習(xi)、學(xue)校企(qi)(qi)(qi)業(ye)(ye)交替學(xue)習(xi)和(he)帶薪實(shi)(shi)訓、國(guo)外學(xue)習(xi)的“1+3+1”培(pei)(pei)養(yang)模(mo)(mo)(mo)(mo)式(shi)，堅持雙注(zhu)冊、雙學(xue)位(wei)，促進學(xue)生(sheng)(sheng)理論水(shui)平(ping)、工(gong)(gong)(gong)程(cheng)實(shi)(shi)踐能(neng)力(li)(li)(li)、創(chuang)(chuang)(chuang)(chuang)新(xin)能(neng)力(li)(li)(li)全(quan)方位(wei)發(fa)展(zhan)，著力(li)(li)(li)培(pei)(pei)養(yang)具(ju)有國(guo)際視野(ye)、基(ji)(ji)礎(chu)扎實(shi)(shi)、工(gong)(gong)(gong)程(cheng)能(neng)力(li)(li)(li)突(tu)出的高素質創(chuang)(chuang)(chuang)(chuang)新(xin)型人(ren)才(cai)。