【摘要】 新工科建设以培养高质量新工科人才为本体使命。知识生产与人才培养互通互构，基于三种知识生产模式的目的指向、内容组织、情境方式和主体构成等逻辑链及其应用导向性、多学科性、问题实践性和多元协同性等转型特征，型构了传统工科与新工科两类人才培养范式的要素差异。高质量新工科人才培养需要推进科学范式向工程范式变迁，遵循适应和引领社会需求及工程科技应用与实践的核心理念，实现目标定位从知识整全到能力卓越、内容结构从单一学科体系到跨/多学科交融、教学模式从以教为主线到学做贯通、参与主体从产教分离到多方协同的逻辑转向。为此，需立足工程本位，以卓越质量观统整新工科人才的多元结构与复合能力塑造；开放学科边界，基于跨学科建制创新新工科交叉融合育人体系；创建学习范式，实践以学生发展为中心的新工科教学共同体模式；深化协同育人，耦合内外需求与资源平台以增强新工科人才的社会效能。更多还原

【Abstract】 Training high-quality new engineering talents is the ontological mission of new engineering construction. Knowledge production and talent training are interoperable and mutually structured. Based on the logical chains of the three knowledge production modes such as purpose orientation, content organization, situational mode and subject composition, and their transformation characteristics such as application orientation, multi-disciplinary,problem practicality and multi synergy, this study forms the element differences between the two types of talent training paradigms of traditional engineering and new engineering. The training of high-quality new engineering talents needs to promote the transition from scientific paradigm to engineering paradigm, and follow the core concept of adapting and leading social needs, and the application and practice of engineering science and technology to realize the logical transformation of target positioning from systematic knowledge to excellent ability, content structure from single discipline system to interdisciplinary and multidisciplinary integration, teaching mode from teaching-oriented to learning-doing integration, and participation of stakeholders from the separation of industry and education to multiagent collaboration. Thus it is necessary to be based on engineering and integrate the diverse structure and compound ability of new engineering talents with an excellent quality concept, open the discipline boundary and innovate the new engineering cross-integration education system based on the interdisciplinary structure, create a learning paradigm and practice a new engineering teaching community model centered on student development, deepen collaborative education and integrate internal and external needs, and establish resource platforms to enhance the social effectiveness of new engineering talents.更多还原