【摘要】 随着新质生产力发展逐渐成为推动卓越工程师培养的重要驱动力，为实现地方应用型本科高校在服务区域经济社会发展上真正“破题”,促进面向新质生产力的卓越工程师培养与国家战略和区域发展需求深度对接，针对专业教育与双创教育不共振、与数智时代不匹配、与产业需求不协调的问题，构建起专创融合、数智融合、产教融合的“三融合”卓越工程师培养模式。实践证明，“三融合”卓越工程师培养模式与新质生产力对劳动者的要求高度契合，其基于四链融通的“4321”专创融合教育模式、“课程前置、数智嵌入、全程贯通”的数智化课程体系以及基于未来职业要求的产教融合培养机制，不仅体现了对当前社会及未来发展趋势的精准把握，更为新质生产力的发展筑牢基底，形成对新质生产力快速发展的有力支撑。更多还原

【Abstract】 As the development of new-quality productivity gradually becomes a crucial driving force for cultivating excellent engineers, local application-oriented undergraduate institutions need to effectively “solve the puzzle” of serving regional economic and social development. To promote a deep alignment between the cultivation of excellent engineers oriented toward new-quality productivity and both national strategies and regional development needs, a “triple-integration” model for cultivating excellent engineers has been established. This model addresses such issues as the non-resonance between specialized education and innovation-entrepreneurship education, mismatch with the digital-intelligent era, and misalignment with industrial demands. The “triple-integration” model integrates specialized education with innovation-entrepreneurship education, digital-intelligent technologies, and industry-education collaboration. Practice has proven that this model is highly compatible with the requirements of new-quality productivity for laborers. Its “4321” innovation-integration education model based on the integration of four chains, its digital-intelligent curriculum system characterized by “course front-loading, digital-intelligent embedding, and full-process integration, ” and its industry-education collaborative training mechanism based on future occupational requirements not only reflect a precise grasp of current societal and future development trends but also lay a solid foundation for the development of new-quality productivity, providing strong support for its rapid advancement.更多还原