随着社会和企业对集成电路行业人才的要求不断提高,需求精细化程度也在提升,这就使得高校培养与行业发展需求高度契合的集成电路人才本科面临更大的挑战。工匠工坊是以现代学徒制理念为基础的新型人才培育方式,在当前培养集成电路人才方式中占据重要地位。本课题以南昌理工学院的集成电路专业学生以及工匠工坊式培养模式为研究对象,一方面对建设工坊的方式方法进行系统分析,并对其在“工匠精神”培养及内化以及“工匠”身份认同的促进中起到的作用展开深入探究。另一方面,也将基础理论知识和工匠工坊培养模式进行理实一体化融合,学校和企业的共同培养,使得培养的集成电路人才具备高精技艺、高素质和专业技能,从而更加契合企业的实际需要。With the continuous improvement of society and enterprises' requirements for talents in the integrated circuit industry, the degree of demand refinement is also increasing, which makes it more challenging for universities to cultivate integrated circuit talents who are highly in line with the development needs of the industry. Craftsman workshop is a new talent cultivation method based on the modern apprenticeship concept, which occupies an important position in the current training of integrated circuit talents. This study focuses on students majoring in integrated circuits at Nanchang University of Technology and the craftsman workshop style training model. On the one hand, a systematic analysis is conducted on the methods and approaches of building workshops, and an in-depth exploration is carried out on their role in cultivating and internalizing the “craftsman spirit” and promoting the recognition of the “craftsman” identity. On the other hand, the integration of basic theoretical knowledge and the training mode of craftsmanship workshops will be carried out, and the joint training of schools and enterprises will enable the trained int
“项目贯穿、四位一体”的工匠工坊式人才培养模式可以有效地解决当前我校集成电路专业人才培养遇到的问题,其方法具体来说,首先为大一学生和大二上学期学生进行配置学校和企业的导师,并且开展基础理论和基础实践学习,在大二下学期和大三时派遣和带领学生到企业进行专业实践学习,其间校企会建立细分化的专业工匠工坊,学生结合自身喜好对企业真实项目、教师科研课题以及竞赛活动等进行双向选择,从而最终完成以完全符合企业需求的专业实践教学。The craftsman workshop style talent cultivation model of “project integration and four in one” can effectively solve the problems encountered in the current talent cultivation of integrated circuit majors in our university. Specifically, the method is to first provide school and enterprise mentors for freshmen and sophomores in the first semester, and carry out basic theory and practical learning. In the second semester of sophomore and junior years, students will be dispatched and led to enterprises for professional practical learning. During this period, the school and enterprise will establish specialized craftsman workshops, and students will choose real projects, teacher research topics, and competition activities based on their own preferences, so as to ultimately complete professional practical teaching that fully meets the needs of enterprises.
