工业界视角的工程教育学生学习成果鉴别及分类研究

发布时间：2018-01-18 02:35

本文关键词：工业界视角的工程教育学生学习成果鉴别及分类研究　出处：《高等工程教育研究》2017年02期 　论文类型：期刊论文

【摘要】：正当我国提出并实施"中国制造2025"重大发展战略之际,我们遗憾地发现为此提供智力资源的高等工程教育还不能很好地适应工业界的需求。工程教育必须"回归工程"、"回归实践",必须系统研究工业界的需求。本研究立足于工业界视角,在收集和分析国内外文献的基础上,鉴别出工业界认为重要的工程教育学生学习成果460个;采用亲和图分析法,归纳出学习成果要素56项。就重要程度而言,这些学习成果要素被分为三个层级,其中最重要层级上的学习成果要素与美国工程教育专业认证EC2000具有密切的对应关系。对这些学习成果要素进行结构化整合的结果表明,工业界不仅看重事实知识、心智技能,而且十分看重经验知识、行动技能和社会技能;不仅看重个人的认知领域,还十分看重个人的情感领域。
[Abstract]:At the same time, China put forward and implemented the "made in China 2025" important development strategy. We regret to find that higher engineering education, which provides intellectual resources, can not meet the needs of industry. Engineering education must "return to engineering" and "return to practice". It is necessary to systematically study the needs of industry. This study is based on the perspective of industry, on the basis of collecting and analyzing the literature at home and abroad, it identifies 460 engineering education students who are considered important by the industry. By using affinity graph analysis, 56 elements of learning achievement were summed up. In terms of importance, these elements of learning achievement were divided into three levels. The most important level of learning achievement elements and the United States engineering education professional certification EC2000 has a close correspondence. The results of structural integration of these elements of learning results show that. Industry values not only factual knowledge, mental skills, but also experience, action and social skills; Not only the personal cognitive field, but also the personal emotional field.
【作者单位】：上海交通大学高等教育研究院;
【基金】：教育部人文社会科学研究专项任务项目(工程科技人才培养研究)(15JDGC001)的阶段性成果
【分类号】：TB-4;G642
【正文快照】： 一、问题的提出正当新一轮工业革命在全球孕育兴起之际,中国于2015年提出并实施“中国制造2025”战略和“互联网+”行动计划,“力争用十年时间,迈入制造强国行列”。工程科技人才是工业转型升级发展的关键。然而,我国高等工程教育大而不强,工程教育质量不容乐观:重理论轻实践

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