Research On The Mechanism Of Cooperative Education For Industry And Education Combined In Emerging Engineering Construction

Nowadays,with the development of a new round of technological revolution and industrial transformation in the world with the AI,big data and robots as the core,various countries are actively preparing new strategies for industrial development to effectively deal with drastic international competition and challenges.Engineering education,as one of the important driving forces for economic society development,is the main way and an effective mean to enhance the national competitive force.In order to serve innovation-driven development strategy,“Made in China 2025” and“Internet+” and other major national strategies and deal with the international competition challenges in new technologies and new industries,China has proposed a “Emerging Engineering Education” plan to effectively explore a China model to lead the global engineering education.According to the research objects and goals,first,this research neatens the relevant researches from the three aspects of construction motivation,path and action subject of new engineering,and make a definition of the core concepts related to the research.Second,analyze the current situation of industry-education integration and cooperative education of higher engineering education in China from the four aspects of policy drive,action path,cooperation subject and efficiency evaluation;further,through literature review and interviewing method,dissect the varied problems and challenges existing in industry-education integration and cooperative education of higher engineering education,such as incorrect top design concept,imperfect multi-party responsibility system,unscientific efficiency evaluation mechanism and unsmooth international cooperation and communication.Then,dissect the innovative typical cases of cooperative education from the two levels such as the school level and the second-level college level,and conclude the actions and experiences of industry-education integration and cooperative education.Third,on the basis of explaining the experience in industry-education integration and cooperative education of the United States,Germany and Russia,the method of comparative analysis is used to systematically analyze their common experiences and characteristics,e.g.support and guidance of system policy,multi-stakeholder participation,establishment of scientific evaluation mechanism and promotion of international cooperation and exchange.Finally,on the basis of the conceptual framework and logical construction mechanism of comprehensive synergy theory,stakeholders,knowledge production mode II theories and the design concepts of industrial demand orientation,cross-disciplines integration,reform of teaching mode and multi-party cooperative education,the governance path of industry-education integration and cooperative education of new engineering construction is proposed,that is,talent cultivation as the center and talent output as the orientation;multiagent cooperation characterized by dynamic development;characterized by organizational and mechanism innovation.