Dilemmas and Breakthroughs in Curriculum Reconstruction of Application-Oriented Universities in the Context of Industry-Education Integration

Abstract

The change of the knowledge production mode towards contextualization and problem orientation makes the industrial education integration become an institution environment for curriculum reconstruction in application-oriented universities. However, the mechanisms of enterprise participation in curriculum and the introduction of new industry knowledge into universities remain unstable with the traditional knowledge-based orientation following institutional inertia resulting in the structural misalignment between the curriculum's value positioning and training objectives. By analyzing system elements we find that there exist three dilemmas as systematic barriers: At the objective level, the contest between enterprise job competencies and professional knowledge causes orientation drift; at the content level, the updating of industry knowledge and ossification of disciplinary logic cause organizational dissipation; at the implementation level, the isolation between authentic enterprise contexts and classroom setting hinders knowledge activation. To reconstruct curriculum, it should move beyond the element patching through complex problem solving to anchor integrated objectives, core concepts to build modular and flexible content, and knowledge transformation to form a university-enterprise collaborative project-based mechanism so that shift the curriculum system from value deviation to functional coupling.