新业态之新与新工科之新

发布时间：2018-02-03 08:45

本文关键词： 工程教育新工科新业态　出处：《高等工程教育研究》2017年04期 　论文类型：期刊论文

【摘要】："新工科"是对当前工程教育问题的全面反思和全领域提升,而认识"新业态"则是实施"新工科"战略的前提与基础。未来"新业态"之新,在于我们对当前和未来涉及工程活动全维度形态的全面和全新认知;"新工科"之新,在于对未来业态崭新模式的理解与应对,也在于对传统工程教育理念、课程体系和教育体制的新革命。未来"新业态"在技术、规模、政治、产业和人文五个维度上具有崭新特征,而"新工科"必然要应对这些工程业态的复杂变化,并在工程范式回归、课程体系革新和工程教育体制创新三个方面进行重新设计。为此,建议加强对未来"新业态"的预测性研究,重视对基于"新业态"的"新工科"落地路径分析,具体落实路径应该关注新业态、重构新课程,同时加强政策调整、推进社会协同。
[Abstract]:"New engineering subject" is a comprehensive reflection on the current engineering education problem and the promotion of the whole field, while the understanding of "new engineering form" is the premise and foundation of implementing the strategy of "new engineering subject" and the new "new industry state" in the future. It lies in our comprehensive and new understanding of the present and future full dimensional forms of engineering activities; The new "new engineering course" lies in the understanding and response to the new mode of the future industry, and also lies in the new revolution of the traditional engineering education idea, curriculum system and education system. The future "new industry" is in the technology, the scale, and the politics. The five dimensions of industry and humanities have new characteristics, and the "new engineering" must deal with the complex changes of these engineering forms and return to the engineering paradigm. The curriculum system innovation and the engineering education system innovation are redesigned. Therefore, it is suggested to strengthen the predictive research on the "new form" in the future. Attention should be paid to the analysis of the landing path of "new engineering course" based on the "new course of work". The concrete implementation path should pay attention to the new course of work, reconstruct the new curriculum, strengthen the policy adjustment, and promote social cooperation.
【作者单位】：浙江大学城市学院党委;浙江大学城市学院;
【分类号】：G642;TB-4
【正文快照】： 一、引言自2016年以来,基于“新工科”视角的工程教育讨论逐渐热烈起来。“新工科”倡议是我国工程教育对“互联网+”、“中国制造2025”、“一带一路”等国家重大战略的积极响应,主要解决国家和产业的重大需求与科技的重大需求问题(胡波等,2017)。随着讨论的深入,逐步形成了

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