“双创型”人才培养模式改革是国家人才战略实施的现实需求，但目前在人才培养实践上普遍存在着双创课程游离于专业课程体系之外、教育主体单一、实践教学平台资源不足、课内外教学环节间缺乏融通等问题。以建筑类专业的本科教育为研究案例，为实现学生核心能力的综合提升的目标及培养具有扎实专业知识和技能的建筑类“双创型”人才的愿景，在教学实践中融合了“构思—设计—实施—运作”（CDIO）的工程教育理念，对“双创型”人才的培养路径进行了探索。在明确人才培养目标及愿景的基础上，对建筑类专业教学进行了以专创融合为核心的“专业设计+双创训练+学科竞赛+社会实践”模块化课程体系构建，将创新创业课程设计与教师实践项目密切结合，实现了“思维与意识培养+市场认知+专业技能+素质提升”的全方位能力提升。在教学过程组织上，通过设置“创新思维与意识培养——市场和赛事认知——实地调研——团队辅导”的进阶式学习任务、交互式虚拟仿真认知与真实项目体验结合的体验式教学、竞赛导向的激励式教学等方法实施教学，实现了教学方法与教学思路的创新。最后，为保障“双创型”人才培养模式的可持续运行，应构建以政府、高校、企业、社会为主体的多元协作机制，如通过与地方政府、企业共建政产学研协同基地，为学生提供真实可操作的项目平台及积极的创新环境；通过企业导师、行业先锋等的引入，构建综合性联席教学团队，并建立跨专业师生共创项目组，实现高水平项目的培育及孵化。

The reform of “Mass Entrepreneurship and Innovation” talent training mode is the realistic demand of the implementation of national talent strategy. However, there are still many difficulties in the practice of tal-ent training, such as the separation of training courses from the professional curriculum system, the unicity of the subjects of education, insufficient practical resources, and the lack of integration between in-class and out-of-class teaching. Taking the undergraduate education of architecture as a case, we integrate the engineering education concept of "Conceive-Design-Implement-Operate" (CDIO) into the teaching practice and explore the cultivation path of “Mass Entrepreneurship and Innovation” talents. In the design of the curriculum system, we propose a modular curriculum system of “professional design + entrepreneurship and innovation training + discipline competition + social practice” which closely combines the design of the curriculum with the actual project of teachers, to realizes the all-round ability improvement of the students. In the organization of the teaching process, we propose a learning task system of “innovative thinking and consciousness training-market and event cognition-field research-team counseling”, an experiential teaching context combining interactive virtual simulation and real project experience, and a competition-oriented teaching methods to achieve the innovation of teaching methods and teaching ideas. Finally, we conclude that a multi-collaboration support system should be built to ensure the sustainability of the training mode, such as building a collaboration base with local government and enterprises to provide students with an operable project platform and a positive innovation environment, introducing enterprise mentors and industry pioneers into the system to build a comprehensive joint teaching team, and establish cross-disciplinary project groups to incubate high-level projects.

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2021年度广东省大学生社会实践教学基地项目（序号14）； 2020年度教育部产学合作协同育人项目（202002182013）；2019年度广东省高等教育教学改革项目（序号196）；广东工业大学2019年度校级“本科教学工程”项目课程思政教改专项；广东工业大学2020年度校级创新创业课程项目的部分成果.