【摘要】 为解决本硕博分层培养中创新边界模糊与能力目标断裂问题，探索差异化培养路径，本文融合“最近发展区”理论与“创新梯度”设计，提出“以知识为导向的基本技能培养”“以就业为导向的实践能力培养”“以创新为导向的综合素质培养”的本硕博层次人才培养理念，明确各层次人才的期望能力、水平及创新重点，构建了与之适应的培养模式，建立了联合培养基地。20余年实践成效显著：本科生基础扎实、自主学习能力强；硕士生实践能力突出；博士生原始创新与综合素质高。成果直接转化应用于水利业务，为国家防汛抗旱作出了重要贡献。层次人才培养观契合不同层次学生发展特征，显著提升人才质量与社会适应性，为新时代高质量人才培养提供了有力支撑。更多还原

【Abstract】 To address blurred innovation boundaries and disconnected competency objectives in the tiered cultivation of bachelor’s, master’s, and doctoral students, and to explore differentiated educational pathways.Integrating vygotsky’s zone of proximal development(ZPD)theory with innovation gradient design, we propose a tiered talent educationalphilosophy: “knowledge-oriented fundamental skill development”for undergraduates, “employment-oriented practical ability training”for master’s students, and “innovation-oriented comprehensive quality enhancement”for doctoral students.This framework clarifies expected competencies, proficiency levels, and innovation priorities at each tier.A corresponding educational model is constructed, and joint cultivation bases established.Over 20 years of implementation yielded significant outcomes: undergraduates demonstrated solid foundational knowledge and enhanced self-directed learning capabilities; master’s graduates exhibited outstanding practical competence; doctoral graduates achieved high-level original innovation and comprehensive quality.Outcomes were directly translated into practical applications for water conservancy operations, making substantial contributions to national flood control and drought relief efforts.This tiered talent educationalphilosophy aligns with students’ developmental characteristics across academic levels.It significantly enhances talent quality and social adaptability, providing strong support for cultivating high-quality talents in the new era.更多还原