水电调度方向研究生“工程-教学”二元培养方案研究
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摘要
我国水电经过20多年的高速发展,已经全面进入调度运行阶段,目前对调度和管理方面人才的需求量很大,要求很高。该文结合我国西南水电富集电网、特大流域梯级调度工程实际,针对现行的水电调度方向研究生偏重理论化培养问题,提出了"工程-教学"二元培养方案,并从课程教学内容方案设计、课外工程实践方案设计及二者协调机制等三方面进行了详细阐述。该方案在教学实际应用上,取得了良好的效果,验证了方案的可行性。
After more than 20 years of rapid development, hydropower in China has entered the dispatching and operation stage in an all-round way. At present, there is a great demand for talents in dispatching and management, and the requirements are very high. In combination with the practice of the hydropower enriched power grid and cascade dispatching project in large watershed of southwest China, and in view of the problem of theoretical training of graduate students in current direction of hydropower dispatching and operation, this paper puts forward a dual training scheme of "Engineering-teaching", and elaborates in detail on the three aspects such as the design of course teaching scheme, the design of extracurricular engineering practice scheme and their coordination mechanism. This scheme achieves good results in practical application of teaching and verifies its feasibility.
After more than 20 years of rapid development, hydropower in China has entered the dispatching and operation stage in an all-round way. At present, there is a great demand for talents in dispatching and management, and the requirements are very high. In combination with the practice of the hydropower enriched power grid and cascade dispatching project in large watershed of southwest China, and in view of the problem of theoretical training of graduate students in current direction of hydropower dispatching and operation, this paper puts forward a dual training scheme of "Engineering-teaching", and elaborates in detail on the three aspects such as the design of course teaching scheme, the design of extracurricular engineering practice scheme and their coordination mechanism. This scheme achieves good results in practical application of teaching and verifies its feasibility.
引文
[1] ZHANG R, ZHOU J Z, ZHANG H F, et al. Optimal Operation of Large-Scale Cascaded Hydropower Systems in the Upper Reaches of the Yangtze River, China[J]. Journal of Water Resources Planning and Management,2014, 140(4):480-495.
[2] JI C M, ZHOU T, HUANG H T. Operating Rules Derivation of Jinsha Reservoirs System with Parameter Calibrated Support Vector Regression[J]. Water Resources Management, 2014, 28(9):2435-2451.
[3] CHENG C T, SHEN J J, WU X Y, et al. Operation challenges for fast-growing China’s hydropower systems and respondence to energy saving and emission reduction[J]. Renewable and Sustainable Energy Reviews, 2012, 16(5):2386-2393.
[4] 武新宇, 程春田, 李刚. 水电经济运行课程任务导向型教学模式探讨[J]. 高教论坛, 2011 (4):60-62.
[5] 刘彩红. 建设研究生培养的导师团队模式[J]. 高教探索, 2012 (5):104-106.
[6] 丁雪梅, 甄良, 宋平, 等. 实施分类培养构建应用型人才质量保证体系[J]. 学位与研究生教育, 2010 (2):1-4.
[7] 秦发兰, 胡承孝. 目标导向的研究生培养模式研究[J]. 学位与研究生教育, 2014 (1):50-54.
[8] 郭锐. 新时期我国研究生培养模式改革探究[J]. 高教探索, 2013 (5):113-117.
[9] 英爽, 康君, 甄良, 等. 我国研究生培养模式改革的探索与实践[J]. 研究生教育研究, 2014 (1):1-5.
[10] 祁晓庆. 我国研究生培养模式研究十年[J]. 中国高教研究, 2006 (9):16-19.
[11] 刘越男. 我国高校研究生培养存在的问题与对策[J]. 江苏高教, 2014 (2):121-122.
[12] Graduate Education: The Backbone of American Competitiveness and Innovation[Z]. Council of Graduate Schools,2007.
[13] Graduate Education FY 2004 Talking Points: Association of American Universities[Z]. 2003.
[14] 苏曼虹. 美国研究生培养模式研究[D]. 桂林: 广西师范大学, 2008.
[15] 杨阳, 王福帅. 国外研究生培养模式对我国的启示[J]. 人民论坛, 2014 (17):248-250.
[16] 李中国, 皮国萃. 加拿大研究生培养模式及其对学生创新能力的培养机制[J]. 科技管理研究, 2015 (3):76-80.
[17] ROBERTA H, ALICE C. Knowledge construction and dissemination in graduate education[J]. Canadian Journal of Education, 2002 (4):439-451.
[18] 王卫军, 刘余良. 美国教育技术学研究生培养:视点与方法:与刘余良教授的对话[J]. 电化教育研究, 2014,35 (6):5-9.
[19] 赵姝明. 巴西研究生教育发展路径初探[J]. 中国高等教育, 2009 (23):61-62.
[2] JI C M, ZHOU T, HUANG H T. Operating Rules Derivation of Jinsha Reservoirs System with Parameter Calibrated Support Vector Regression[J]. Water Resources Management, 2014, 28(9):2435-2451.
[3] CHENG C T, SHEN J J, WU X Y, et al. Operation challenges for fast-growing China’s hydropower systems and respondence to energy saving and emission reduction[J]. Renewable and Sustainable Energy Reviews, 2012, 16(5):2386-2393.
[4] 武新宇, 程春田, 李刚. 水电经济运行课程任务导向型教学模式探讨[J]. 高教论坛, 2011 (4):60-62.
[5] 刘彩红. 建设研究生培养的导师团队模式[J]. 高教探索, 2012 (5):104-106.
[6] 丁雪梅, 甄良, 宋平, 等. 实施分类培养构建应用型人才质量保证体系[J]. 学位与研究生教育, 2010 (2):1-4.
[7] 秦发兰, 胡承孝. 目标导向的研究生培养模式研究[J]. 学位与研究生教育, 2014 (1):50-54.
[8] 郭锐. 新时期我国研究生培养模式改革探究[J]. 高教探索, 2013 (5):113-117.
[9] 英爽, 康君, 甄良, 等. 我国研究生培养模式改革的探索与实践[J]. 研究生教育研究, 2014 (1):1-5.
[10] 祁晓庆. 我国研究生培养模式研究十年[J]. 中国高教研究, 2006 (9):16-19.
[11] 刘越男. 我国高校研究生培养存在的问题与对策[J]. 江苏高教, 2014 (2):121-122.
[12] Graduate Education: The Backbone of American Competitiveness and Innovation[Z]. Council of Graduate Schools,2007.
[13] Graduate Education FY 2004 Talking Points: Association of American Universities[Z]. 2003.
[14] 苏曼虹. 美国研究生培养模式研究[D]. 桂林: 广西师范大学, 2008.
[15] 杨阳, 王福帅. 国外研究生培养模式对我国的启示[J]. 人民论坛, 2014 (17):248-250.
[16] 李中国, 皮国萃. 加拿大研究生培养模式及其对学生创新能力的培养机制[J]. 科技管理研究, 2015 (3):76-80.
[17] ROBERTA H, ALICE C. Knowledge construction and dissemination in graduate education[J]. Canadian Journal of Education, 2002 (4):439-451.
[18] 王卫军, 刘余良. 美国教育技术学研究生培养:视点与方法:与刘余良教授的对话[J]. 电化教育研究, 2014,35 (6):5-9.
[19] 赵姝明. 巴西研究生教育发展路径初探[J]. 中国高等教育, 2009 (23):61-62.