Development of a Multi-Dimensional Integrated Training System for First-Class Food Talents Construction and Implementation—Taking Food Science and Engineering Specialty of Chengdu University as an Example
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摘要: 近年来，我国食品产业发展迅速加快，对食品人才的质量提出了更高的需求。本文立足于习近平新时代中国特色社会主义思想，论述了一流食品人才多维度融合培养体系构建的必要性；指出高校是人才培育的主载体，从德育与智育融合、学科与专业融合、科研与教学融合，探索“德育与智育、学科与专业、产业与专业”等多维度融合育人体系的构建方法和途径。通过党建引领课程思政，协同培育立德树人；学科专业齐头发展，教学科研共助学生培养；优化课程资源配置，助力学生多元发展，回答“培养什么人？”、“如何培养人？”，以期为食品产业的发展提供强有力的人才资源支撑。Abstract: China's food industry has witnessed rapid and accelerated development in recent years, which poses higher demands on the quality of food talents. Drawing on Xi Jinping's Thought on Socialism with Chinese Characteristics for a New Era, this paper argues for the necessity of constructing a multi-dimensional integration cultivation system for first-class food talents. It also points out that universities, as the main carriers of talent cultivation, should explore the methods and approaches of constructing such a system by integrating moral and intellectual education, discipline and specialty, scientific research and teaching, and industry and specialty. To cultivate talents with moral integrity through party building and ideological and political education in curriculum, to foster students' professional growth through the coordinated development of discipline and specialty and the mutual assistance of teaching and scientific research, and to enhance students' diversified development through the optimization of curriculum resource allocation. By doing so, this paper addresses the questions of "what kind of people to cultivate?" and "how to cultivate?", aiming to provide a strong talent resource support for the development of food industry.
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Keywords:
- food talent /
- multi-dimensional fusion /
- training system /
- industrial development
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习近平总书记在全国教育大会上指出，“要提升教育服务经济社会发展能力”、“推进产学研协同创新，积极投身实施创新驱动发展战略，着重培养创新型、复合型、应用型人才”[1]。创新型、复合型、应用型人才的主要特点就是指在多个维度和领域都表现突出又相互融合，兼具领导型、创新型和专家型人才特性的人才，是企业和社会发展最需要的人才[2−5]。
食品产业是健康产业、民生产业；是国民经济支柱产业[6−7]；是推动实施乡村振兴战略、提升产业竞争力、促进区域经济发展的重要抓手[8−9]。因此，新时代需要高质量发展食品产业，以满足人民日益增长的对美好生活的需求、保障粮食安全，以及“逐步形成以国内大循环为主体、国内国外双循环相互促进的新发展格局”的需要。人才是第一生产力，一流食品人才作为食品产业发展的动力引擎，是支撑食品制造、食品创造的重要力量[10−13]，是联接技术创新与生产实践最核心、最基础的劳动要素[14−17]。高校作为育人的摇篮，肩负着“为党育人，为国育才”的使命，应与时俱进，创新人才培养模式，切实培养契合时代发展需要的人才。成都大学食品科学与工程专业以培养服务四川省万亿食品产业技术需求国内一流专业人才为培养目标，构建“德育与智育、学科与专业、产业与专业”多维度融合的人才培养体系，培养一流食品专业人才，以期为食品产业的发展提供强有力的人才资源支撑。
1. 一流食品人才多维度融合培养体系构建的必要性
1.1 食品产业高质量发展，亟需培养大量一流食品专业人才支撑产业发展
食品产业是国民经济和社会发展的基础性、民生性产业，也是四川重要的支柱优势产业[18−20]。2018年四川省“5+1”现代产业体系部署中，“食品饮料”产业成为5个万亿级支柱产业之一。同时，成都市“5+5+1”重点产业领域中“绿色食品”被列入5大重点产业中，2020年达到千亿级。2022年四川省食品生产经营主体达140万户，规模以上食品工业企业2410家，营业收入占四川工业的16.8%，产业规模居全国前列[21−24]。随着国家科技迅猛发展，食品产业的发展也呈现出多元化、综合性和国际化的发展特征，逐渐向着智能化、数字化、科技化的现代化方向发展[25−27]。食品产业的智能化、数字化、科技化高质量发展，必然亟需一流食品专业人才。
然而，受制于经济发展的限制，在食品领域人才培养和引进上，位于西部的四川省长期处于劣势。食品加工位列成都紧缺人才岗位中，高层次技术人才不到实际需求的20%，人才培养与产业发展呈现巨大反差，未来10年食品人才缺口预计高达10万人以上。同时，食品从业人员的职业素养偏低，30%员工团队合作能力低，自我中心意识严重，20%的员工缺乏吃苦耐劳的精神品质[28−30]。随着四川省乃至全国食品产业高速发展，食品产业相关领域应用型人才短缺问题将日益凸显。这就亟需高校创新食品专业人才培养模式，以培养一流的食品专业人才，从而为食品产业的良性、持续发展提供可靠、充足的优质人力资源保障[31−34]。
1.2 高校是人才培育的主载体，多维度融合育人体系是培养一流食品专业人才的有效途径之一
党的二十大报告指出，教育、科技、人才是全面建设社会主义现代化国家的基础性、战略性支撑[35−38]。教育是基础，科技是关键，人才是根本。高校作为原始创新的主渠道和创新人才培养的主阵地，必须想国家之所想、急国家之所急，在卓越人才培养和科技创新方面主动作为，肩负起助力地方产业发展的主体大任。据统计，四川省10余所高校，每年食品本科毕业生1500人左右、硕士毕业生500人左右，是我省食品人才主要的培育载体[39−41]。在国家统筹推进“世界一流大学”、“一流学科建设”、“一流专业建设”战略指导下，高校需发挥自身学科优势，促进特色专业建设，培养食品一流人才，促进和引领食品产业发展，在强国建设和乡村振兴战略中承担起国家和时代赋予的历史重任[42−45]。
产业是人才发展的基石，人才的厚度决定产业的高度。食品产业高质量发展需要的是综合素质优良、知识面广、具备多学科知识背景、能够适应市场多变局面的通用型、创新型一流食品人才[46−48]。面对食品产业对食品人才质量的新要求，高校人才育人模式将面临重大挑战。只有创新育人体系，加强德智、学科专业、科研教学等多维度融合以多层面、多角度、多方位、多形式地协同育人，才是培养德才兼备的一流食品专业人才的有效途径之一[49−54]。
2. 多维度融合育人体系构建方法与途径
成都大学食品科学与工程专业以培养具有社会责任感、良好的人文素养、扎实的专业基础、过硬的实践能力、突出的创新精神和创业能力“五位一体”的一流食品人才为目标，针对培养方案、课程设置、师资队伍建设、实践基地（平台）建设等环节存在的不足，融合学科优势，依托一流专业，一流师资领航，构建“德育与智育、学科与专业、产业与专业”多维度融合的人才培养体系，切实落实立德树人的人才培养根本任务，突出培养特色、提升培养内涵，实现科教互为促进协同发展，培养学生创新创业能力，解决专业设置与地方产业需求脱节、专业同质化、工程实践能力弱化等难题[6]。
2.1 德育与智育融合，立德树人，以本为本
党的二十大报告指出：教育是国之大计、党之大计。培养什么人、怎样培养人、为谁培养人是教育的根本问题。育人的根本在于立德。立德树人是高校办学治校的根本任务[55−60]。成都大学食品科学与工程专业将思政教育贯穿人才培养全过程，全面落实到质量标准、课程教学、实践活动和文化育人中，形成“大思政”育人格局（图1）。一是以专业为载体，发掘专业特点和优势。开展入学第一课、思政第一课、教师党建、学生党建等主题活动，实现专业教育与思想政治教育一体化建设与发展。二是以课程为载体，寓德育于课程。专门成立“课程思政教研室”，建立“课程思政教学团队”，打造“课程思政群”，将思想价值融入知识体系，着力打造课程思政示范课，培养课程思政优秀教师。
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图 1 以专业和课程为载体的“德智”融合的“双育”人才培养模式Figure 1. The “moral-intellectual” integrated “dual education” talent training model with majors and courses as the carrier2.2 学科与专业融合，突出培养特色，提升培养内涵
学科建设是专业持续发展的基础，专业则是学科建设的根本依托，更是检验人才培养水平的根本标准[61−63]。将学科与专业融合，学科和专业并重，两者平衡发展，相互促进、协同发展，在融合中形成学科品牌和优势，打造人才培养的优势与特色。成都大学食品科学与工程专业由化学一级学科、农业硕士专业食品质量安全领域、生物与医药专业硕士健康食品工程方向提供全面学科支撑。依托学科优势将专业建设与学科发展相融合，注重学科建设与专业发展之间的平衡（图2）。
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图 2 基于学科产业专业相融的食品特色人才育人模式Figure 2. Based on the integration of disciplines and industries of food characteristics of talent education model一是专业办学强化学科支撑。主动适应食品学科新技术、新产业、新经济发展，紧扣省市食品产业发展需要，凝练人才培养目标和专业特色，以服务四川省和成都市万亿绿色食品产业高新技术创新需求为宗旨，逐渐形成肉品加工、川菜调味品和杂粮加工为特色的专业发展方向。二是以产业需求为引领，打造一流专业。以产业科技、人才需求，建设食品科学与工程国家一流本科专业，开展中国工程教育专业再认证。三是发挥学科优势，培养拔尖人才。本专业于2021年开设张澜学院拔尖人才-“食品基地班”，实施“准研究生”培养机制，为学院研究生人才培养提供优质生源和人才储备。四是依托学科优势，优化课程体系设置。优化各类课程比重结构，优化课程内容、更新教学大纲，更好地体现学科特点、学科发展方向和学科优势，凸显食品专业特色。
2.3 科研与教学融合，实现科教互为促进协同发展
人才培养和科学研究是高校的两大基本功能。在科研与教学的关系上，科研是源，教学是流。高校从单纯教学转向科教并重是历史的必然选择。科教融合，不仅是构筑新工学的飞跃进步，也是产业与教育合并的催化剂。科研与教学彼此融合，互为促进，协同发展，才能充分发挥培育“高素质、创造性”人才的主战场作用。强化科研与教学融合，以实现科教相互促进协同育人。一是用最优秀的人培养更优秀的人。要求教授100%给本科生授课，推动资深教授讲授专业基础课程和核心课程。二是科研成果及时转化为教学内容。开设反映学科发展前沿和新兴方向的课程，将学术训练融进专业培养方案和课程体系。新增设置课程《食品科学导论》，邀请相关教授专家，以最新的科学前沿成果作为课程教学内容主题，激发学生专业学习兴趣。三是科学研究方法转化为教学手段。以已建立的省级虚拟仿真实验教学中心为基础，开设《食品工厂设计》、《发酵工程》等虚拟仿真实践项目，激发学生科学探索兴趣。四是建立学生参与科研训练项目制度。实施本科生全程导师制，进入教师科研团队，不断提高毕业论文与综合训练的质量。
3. 多维度融合育人体系实践成效
3.1 党建引领课程思政，协同培育立德树人
以党建引领为抓手，将学生党员与学术导师教师党员组建成师生融合党支部。党员教师围绕“培养什么人、怎样培养人、为谁培养人”这一根本问题，以党建“反哺”育人，提升育人实效，让学生远方有灯、脚下有路、眼前有光。师生党支部紧密围绕在新时代打造更高水平的“天府粮仓”积极工作，积极发展绿色农业、生态农业和高效农业，牢固树立落实新发展理念，为推进成都大学农业学科的持续快速发展提供了坚强的政治保证。落实成都大学“扎根成都、面向世界、服务社会”的服务定位，秉持“党建+业务”的工作理念，创建了“党建+科技+人才”协同助力乡村振兴党建工作品牌。
食品科学与工程专业于2019年设立课程思政研究室。2020年组建起一支由21位专任教师组成的食品科学与工程课程思政教学团队，团队中国家农业产业体系四川创新团队岗位专家4人、省学术与技术带头人及后备人选3人、省教学名师1人，“双师型”教师占专任教师比达90%。2020年开始，教学团队着力打造特色专业课程思政群，将“大食品观”、“粮食安全”、“食品安全”、“抗疫精神”、“大国工匠精神”、“饮食文化自信”等思政元素融入《食品保藏原理》、《畜产品加工学》、《微生物学》等8门专业课程，取得显著成效。该教学团队于2022年入选四川省“食品科学与工程”课程思政示范教学团队，打造的课程思政群8门课程中，4门课程入选省级一流课程、2门入选校级一流课程，2门入选校级“课程思政”。课程思政研究室承担校级“课程思政”教改项目2项，荣获四川省教学成果奖二等奖1项。食品科学与工程专业已形成思政课程和课程思政同向同行的大思政格局，思政课程和课程思政同频共振。
3.2 学科专业齐头发展，教学科研共助学生培养
食品科学与工程专业根植农业硕士专业食品质量安全领域、生物与医药专业硕士健康食品工程方向和化学一级学科硕士点，不断凝练专业人才培养方向，学生科创训练、学科竞赛、生产实习主要集中在肉品、川味调味品、杂粮三个领域，逐渐形成以肉品加工、川味调味品开发、杂粮营养食品开发三个特色鲜明的人才培养方向，学生就业也主要集中在三个领域的企事业单位，人才培养特色凸显。
2016年率先在西南地区同类专业通过中国工程教育专业认证，并持续改进，先后制定（修订）《成都大学食品与生物工程学院基于产出导向的课程评价办法（修订版）》、《成都大学关于完善产出导向教学评价机制的实施办法》等课程目标达成评价办法。现已经构建起从培养方案、教学大纲、课程教学、实习实践、毕业设计、课程考核、教学督导、教学质量评价的全链条课程目标达成评价机制（图3），持续改进本专业课程目标达成评价机制。
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图 3 成都大学食品科学与工程专业课程目标达成评价机制及体系流程示意图Figure 3. Evaluation mechanism and system flow of food science and engineering course goal achievement in Chengdu University学科优势反哺学生科学素养培养。通过实施专业导师制，在优秀导师的引领下，近5年，约250名学生参与科创活动，师生协作荣获省级科技进步奖一等奖3项、二等奖8项，承担国家自然科学基金35项（其中面上8项）；学生发表高水平学术论文13篇，承担大学生科创项目国家级18项、省级42项，荣获学科竞赛国家级36项、省级108项。2022年本科生考取研究生率57.33%，就业率94.67%。
通过学科专业融合，学科专业并重，两者平衡发展，相互促进、协同发展，学科专业齐头发展。2021年食品科学与工程专业入选国家一流本科专业建设点，2023年本学科泰晤士学科评级B级，位列全国第16位，为西南各省同类学科唯一上榜学科。
3.3 优化课程资源配置，助力学生多元发展
课堂教学是人才培养的主渠道、主阵地，课程体系是课堂教学的关键依托。按照通识、基础、核心、提升四大类，不断完善第一课堂的课程体系（图4）。数学与自然科学类课程学分占比19.1%，工程基础类课程、专业基础课程与专业类课程学分占比31.8%，工程实践与毕业设计学分占比31.8%，人文社会科学类通识教育课程学分占比19.1%。同时，着力补足体育、美育和劳动教育的课程设计，开设了劳动教育、创新创业课程、跨学科教育课、课外研学项目、笃学提升计划等自主发展类课程，五育并举提升学生综合素质素养。
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图 4 成都大学食品科学与工程专业课程体系示意图Figure 4. Schematic diagram of the curriculum system of food science and engineering of Chengdu University同时，不断优化整合科研和教学实验实训平台资源（图5），建立25个校外实践教学基地，其中肉品加工实践基地荣获2021年四川省大学生校外实践基地；建设37个虚拟仿真线上课程（项目），其中国家级虚拟仿真项目1项、省级虚拟仿真项目1项、省级虚拟仿真一流课程2门。通过校外校内，线上线下的科研和教学实验实训课程的优化配置，实践课程的科学性、完备性和竞争性显著增强。通过优化课程资源配置，在主抓专业核心能力培养时，同时兼顾学生多元化能力培养，学生考研深造专业、毕业就业领域也呈现出多样化。
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图 5 成都大学食品科学与工程专业实践平台示意图Figure 5. Schematic diagram of the professional practice platform of food science and engineering of Chengdu University4. 结论
建立有利于一流食品人才培养的教育体系，是一项系统建设工程。成都大学食品科学与工程专业致力于构建“德育与智育、学科与专业、产业与专业”等多维度融合的一流食品专业人才培养体系。经过8年的实践，本专业在专业内涵建设、人才培养、产业服务等方面取得显著成效：2021年获批国家一流本科专业建设点，尤其以肉品、杂粮和调味品加工为专业特色；专业点支撑的工程、农业、化学学科均进入全球ESI前1%。2023年泰晤士评级食品科学与工程学科B级，系西南各省唯一上榜学科，位列全国第16位；专业建有《食品保藏原理》等14门省级质量课程；拥有一支省级“食品科学与工程”课程思政示范教学团队；2023年荣获国家教学成果奖二等奖1项，2022年获四川省教学成果奖二等奖2项。2020~2022年专业学生考取研究生率连续三年50%以上，就业率95%以上，毕业生受到用人单位的高度认可。“德育与智育、学科与专业、产业与专业”等多维度融合的一流食品专业人才培养体系模式充分彰显了“德育为首，育人为本，育人成才”的育人理念，高度契合了食品产业的现代化发展，可为产业的发展提供强有力的人才资源支撑。
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图 1 以专业和课程为载体的“德智”融合的“双育”人才培养模式
Figure 1. The “moral-intellectual” integrated “dual education” talent training model with majors and courses as the carrier
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图 2 基于学科产业专业相融的食品特色人才育人模式
Figure 2. Based on the integration of disciplines and industries of food characteristics of talent education model
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图 3 成都大学食品科学与工程专业课程目标达成评价机制及体系流程示意图
Figure 3. Evaluation mechanism and system flow of food science and engineering course goal achievement in Chengdu University
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图 4 成都大学食品科学与工程专业课程体系示意图
Figure 4. Schematic diagram of the curriculum system of food science and engineering of Chengdu University
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