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| “Real Topics, Dual Mentorship, and Three-real Cultivation”: Reform and Exploration of Graduation Design(Thesis) in Light Chemical Engineering |
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| DOI：10.11980/j.issn.0254-508X.2026.05.026 |
| Key Words:light chemical engineering graduation design(thesis) project-based learning |
| Author Name | Affiliation | Postcode | | MO Wenxuan* | College of Light Industry and Food Engineering, Guangxi University, Nanning, Guangxi Zhuang Autonomous Region, 530004 | 530004 | | LIU Baojie | College of Light Industry and Food Engineering, Guangxi University, Nanning, Guangxi Zhuang Autonomous Region, 530004 | 530004 | | YAO Shuangquan | College of Light Industry and Food Engineering, Guangxi University, Nanning, Guangxi Zhuang Autonomous Region, 530004 | 530004 | | LIANG Chen | College of Light Industry and Food Engineering, Guangxi University, Nanning, Guangxi Zhuang Autonomous Region, 530004 | 530004 | | NIE Shuangxi | College of Light Industry and Food Engineering, Guangxi University, Nanning, Guangxi Zhuang Autonomous Region, 530004 | 530004 | | HE Hui | College of Light Industry and Food Engineering, Guangxi University, Nanning, Guangxi Zhuang Autonomous Region, 530004 | 530004 | | QIN Chengrong* | College of Light Industry and Food Engineering, Guangxi University, Nanning, Guangxi Zhuang Autonomous Region, 530004 | 530004 |
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| Abstract:In the context of emerging engineering education， traditional graduation designs(thesis) in light chemical engineering programs often face the dilemma of “three disconnections”： the virtualization of topics， the isolation of processes， and the one-dimensional nature of evaluation. To address these challenges， Guangxi University， in collaboration with leading industry enterprises， had implemented a deep industry-education integration reform utilizing project-based learning. Guided by the philosophy of “real topics， dual mentorship， and three-real cultivation，” this reform constructed a mechanism to derive “real topics” directly from authentic industrial technical problems. It implemented a “dual-mentor” system involving both academic supervisors and industrial engineers， and establishes a “three-real” cultivation pathway characterized by immersive “real environments”， the resolution of “real problems”， and the achievement of “real professional growth”. Implementation demonstrated that this model significantly enhances students’ engineering practice capabilities， innovative spirit， and teamwork skills. It promoted the precise alignment of graduation design outcomes with industrial demands and effectively achieved the organic integration of the “education， talent， industry， and innovation” chains. Consequently， it provided a replicable paradigm for synergistic industry-academia cultivation for light industry-related majors within the context of emerging engineering education. |
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