“碳达峰、碳中和”背景下,对建筑、能源领域的人才培养有了新的使命和要求,课程体系建设基于产学研用一体化的平台、强调实践教学对课程知识的反馈作用,在此基础上形成在本科学期全过程的螺旋递进式的课程体系,形成理论实践的三部六级、双向互动：专业课程按照主要研究的方向,细分为室内外环境控制、冷热源及设备、能源输配系统等三部分；集中实习实践获得形成基础实习、专业实习两级；理论课程分为数学与自然科学基础、专业基础、专业特色、专业核心等四级。经过四届毕业生的实践检验,证明该课程体系的构建模式可行,在教学实践中不断推动教学研究和改革,实现课程体系主动适应行业发展、校企深度融合对接地方需求的建设路径有效,综合考量系统性、层次性、创新性三个指标点,进行课程教学体系结构的设计和优化的方法切合应用型本科学校的课程体系设计需求。

Under the background of " carbon peak, carbon neutralization, " there are new missions and requirements for the cultivation of talents in the field of architecture and energy. The construction of curriculum system is based on the platform of integration of production, teaching and research, emphasizing the feedback effect of practical teaching on curriculum knowledge. On this basis, a spiral progressive curriculum system is formed in the whole process of undergraduate semester, forming three six-level and two-way interaction of theory and practice. According to the main research direction, the professional courses are subdivided into three parts : indoor and outdoor environment control, cold and heat sources and equipment, energy transmission and distribution system. The centralized practice has formed two levels of basic practice and professional practice ; theoretical courses are divided into mathematics and natural science foundation, professional foundation, professional characteristics, professional core and so on. Through the practical test of four graduates, it is proved that the construction mode of the curriculum system is feasible. In the teaching practice, the teaching research and reform are constantly promoted, and the construction path of the curriculum system to actively adapt to the development of the industry and the deep integration of schools and enterprises to meet the local needs is effective. Considering the three indicators of systematicness, hierarchy and innovation, the design and optimization method of the curriculum teaching system structure meets the design requirements of the curriculum system of applied undergraduate schools.

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内蒙古自治区教育科学“十四五”规划2021年度课题（编号：NGJGH2021363）; 教育部2020年产学合作协同育人项目（202002304023）