由于协同诉求目标不一、协同保障制度不全、协同激励机制缺失、协同创新动能不足等因素，校企协同产教融合机制往往难以有效建立和运行,成为当前地方高校培养高素质应用型人才的瓶颈。面向建筑业转型发展需求和土木工程新工科建设需要，依托建筑业现代化产业学院，探索产教融合培育地方应用型数字建造与管理人才。针对校企双方关注点错位导致的校企协作产教融合难以深度落地的难题，基于校企双方特点，分析了校方主导的校企融合产教循环机制建立的意义、可行性和必要性，构建了校方主导的“一引、二拓、五融合”的产教循环师生成长共同体育人模式。通过组建数字建造与管理创新团队，培育“梦之启航”BIM工作室和产业特色班，积极对接行业、服务企业，促进产教融合外循环；同时，突出内外衔接，通过应用型课程建设、学科竞赛课赛融合、毕业设计创新等一、二课堂融合改革的举措，实现人才培养内循环。经过五届学生培养实践探索和研究，产教循环的机制逐步形成并持续改进。对比实践前后师生状态，根据各阶段对学生精神面貌和学习状态的观察、师生反馈及显性成绩、行业企业与学院建立合作关系的积极性等因素，得出结论：按照“一引、二拓、五融合”的实施路径，可以有效建立校方主导产教循环机制，较好地破解产教融合落地难点，促进学生专业素质、教师教学水平以及师生团队服务企业能力的提升。该模式可为地方应用型本科院校推进产教融合人才培养提供借鉴。

Due to the different goals of collaborative demands, incomplete collaborative guarantee system, lack of collaborative incentive mechanism, and lack of momentum for collaborative innovation, the integration mechanism of school-enterprise collaborative industry and education is often difficult to effectively establish and operate, which has become the bottleneck of cultivating high-quality applied talents in local universities. To meet the needs of the transformation and development of the construction industry and the needs of new civil engineering construction, relying on the construction industry modernization industry institute, explore the integration of industry and education to cultivate local application-oriented digital construction and management talents. For both focus dislocation of school collaboration production fusion depth to the problem of the ground, based on the characteristics of both sides, analyzes the school led fusion production circulation mechanism to establish significance, feasibility and necessity, build the school led "a lead, two extension, five fusion" production cycle between teachers and students grow common sports pattern. Through the establishment of digital construction and management innovation team, cultivate "Dream Sailing" BIM studio and industrial characteristic class, actively connect with the industry and service enterprises, and promote the external circulation; at the same time, highlight the internal and external connection, and realize the internal circulation of talent training through the integration of applied course construction, discipline competition and graduation design innovation. After five sessions of student training practice exploration and research, the mechanism of production and education cycle has been gradually formed and continuously improved. Teachers and students before and after the comparative practice, according to the observation of students "mental outlook and learning status, teachers and students feedback and explicit performance, industry enterprises and college the enthusiasm of cooperation, the conclusion: in accordance with the "one lead, two extension, five fusion" the implementation of the path, can effectively establish the school dominant circulation mechanism, better crack teaching fusion ground difficulty, promote students" professional quality, teachers" teaching level and teachers and students team service ability of enterprise. This model can provide reference for local application.

台州学院教学改革项目“新工科背景下地方院校土建类人才培养模式的改革与实践研究”（2022097）