工程专业学位研究生教育承担着为国家培养高层次应用型人才的重要任务。针对地方高校土木类专业学位研究生存在培养目标不清晰、培养模式不合理、实践能力不足、创新能力不强的问题，构建了以“产教协同、项目驱动、开放融合”为特色的“一目标、二协同、三递进、五保障”专业学位硕士研究生人才培养模式（简称“1235”模式）。该模式围绕提升研究生实践创新能力的核心人才培养目标，建立“产教协同”的二元人才培养机制，实施“理论-实践-创新”三阶递进式人才培养方式，构建以“教学礼拜”为载体，导师、学科方向、学院、学校、政府五位一体的研究生培养质量保障与改进机制。通过“1235”人才培养模式的实施，以社会需求为引领，加大实践创新培养环节，专业学位研究生培养方案得到了全面优化。通过融合校内外实践资源，全面提升了专业学位研究生实践创新能力。通过校企互聘，全面打造了双师型导师队伍。通过开放课堂、融合工程，提升了研究生课堂教学和人才培养效果。经过对“1235”人才培养模式的多年实践与不断完善，取得了很好的人才培养成效，专业学位研究生人才培养质量明显提高，实践创新能力明显增强。

The education of engineering degree postgraduate undertakes the important task of training high-level applied talents for the country. In view of the problems of unclear training objectives, unreasonable training mode, insufficient practical ability and weak innovation ability of civil engineering degree postgraduate in local universities, a novel talent training model with “one goal, two coordination, three progressives, five guarantees” (called as “1235” model for short) was constructed, which is characterized by“integration of industry and education, project-driven and open integration”. This model focuses on the core talent training goal of improving the practical and innovative ability of graduate students, establishes the dual talent training mechanism of "production-education coordination", implements the three-stage progressive talent training mode of "theory-practice-innovation", and constructs the quality assurance and improvement mechanism of postgraduate training which integrates the tutor, discipline direction, school, university and government with "Teaching Week" as the carrier. Through the implementation of the "1235" talent training model, guided by social needs, the training program for professional degree postgraduates has been comprehensively optimized by increasing practice and innovation training. Through the integration of practice resources inside and outside the university, the practical innovation ability of professional degree postgraduates has been comprehensively improved. Through the mutual recruitment of schools and enterprises, we have built a teacher team with both engineering and teaching experiences. Through open course and project-based teaching, it has improved the effect of classroom teaching and talent training for postgraduate students. By years of practice and continuous improvement of the “1235” talent training model, good results have been achieved in talent training, and the quality of engineering degree postgraduate talent training has been significantly improved, and the ability of practice and innovation has been significantly enhanced.

湖南省学位与研究生教学改革研究项目；湖南省研究生联合培养基地建设项目