美国高等工程教育课程政策嬗变研究

发布时间：2018-05-12 04:01

本文选题：高等工程教育 + 课程政策　；参考：《中南大学》2012年硕士论文

【摘要】：高等工程教育肩负着为国家现代化建设培养高素质、高层次创新型工程人才的重任,是我国建设国家创新体系和未来夺取世界知识经济制高点的重要支撑力量。课程是高校培养高素质人才的重要载体,课程政策能直观反映出教育政策。通过研究美国高等工程教育课程政策,可以丰富我们的高等工程教育思想以及课程政策思想,以期给我国高等工程教育提供新的思路,进而提高我国高等工程教育的质量,有利于我国培养优秀的高级工程技术人才。美国作为世界领先的高等工程教育强国,从1861年美国高等工程教育初创至今已有一百多年的历史,其高等工程教育的课程政策一直在不断调试,经历了一个由不成熟到日臻完善的过程。其嬗变过程可具体分为四个阶段：第一,发展阶段(1861年-20世纪30年代)：课程政策重视工程技术教育,其取向侧重实用主义,其目标是培养技术人员,课程内容以实用知识为主,课程划分日益精细化与专业化,注重技能培训。第二,发展阶段(20世纪40年代-50年代)：课程政策重视基础科学研究,其取向侧重基础科学,其目标是培养基础研究人才,课程内容以基础科目为主,加大基础课程比重,注重学生基础科学能力培养。第三,调整阶段(20世纪60年代-80年代)：通识教育与专业教育并重,其取向侧重专业取向和社会取向,其目标是培养专业工程师,课程内容以科学教育和人文教育为主,课程结构灵活开放,重视培养学生的工程实践能力,鼓励终身学习。第四,完善阶段(20世纪90年代至今)：回归工程的课程政策。其取向侧重回归工程,其目标是培养工程型人才,注重综合背景知识,重视基础科学课程和跨学科课程,强调工程实践能力的培养。麻省理工学院是其典型的反映,以上不同时期的课程政策均体现于麻省理工学院的实践之中。伴随着美国社会政治、经济、环境的变化,美国高等工程教育课程政策在不断变化。引起课程政策不断变化的是人们对工程教育的定位的改变,工程教育在经历了等于技术教育和等于科学教育的阶段之后,找准了自身的定位：工程教育就是工程专业教育。而嬗变中始终不变的是制定课程政策的方式以及工程教育的本质。工程教育就是要培养胜任工程职业的人才,使得工程更好的造福人类。
[Abstract]:Higher engineering education shoulders the important task of cultivating high quality and high level innovative engineering talents for the national modernization construction. It is an important supporting force for our country to build the national innovation system and to seize the commanding heights of the world knowledge economy in the future. Curriculum is an important carrier of cultivating high-quality talents in colleges and universities, and curriculum policy can directly reflect educational policy. By studying the curriculum policy of American higher engineering education, we can enrich our thoughts of higher engineering education and curriculum policy, in order to provide new ideas for higher engineering education in our country, and then improve the quality of higher engineering education in our country. It is advantageous to train outstanding advanced engineering and technical talents in our country. The United States, as the world's leading advanced engineering education power, has a history of more than 100 years since its establishment in 1861, and its curriculum policy of higher engineering education has been continuously debugged. Experienced a process from immature to increasingly perfect. The evolution process can be divided into four stages: first, the development stage (1861-1930s): curriculum policy attaches importance to engineering and technology education, its orientation is pragmatism, its goal is to train technical personnel, and the curriculum content is based on practical knowledge. Curriculum division is increasingly refined and professional, focusing on skills training. Second, in the 1940s and 1950s, curriculum policy attached importance to basic scientific research, and its orientation was focused on basic science. Its goal was to train basic research personnel, and the curriculum content was based on basic subjects and the proportion of basic courses should be increased. Pay attention to the cultivation of students' basic science ability. Third, the readjustment stage: in the 1960s and 1980s, both general education and professional education were emphasized. Their orientation focused on both professional orientation and social orientation. Its goal was to train professional engineers, and the curriculum consisted mainly of science education and humanities education. Flexible and open curriculum structure, attach importance to cultivate students' engineering practice ability, encourage lifelong learning. Fourth, perfect stage from 1990's to present: the curriculum policy of return project. Its goal is to train engineering talents, pay attention to comprehensive background knowledge, attach importance to basic science courses and interdisciplinary courses, and emphasize the cultivation of engineering practice ability. MIT is its typical reflection, the curriculum policy of these different periods are reflected in MIT's practice. With the change of American politics, economy and environment, the policy of American higher engineering education curriculum is constantly changing. What causes the constant change of curriculum policy is the change in the orientation of engineering education. After the engineering education has gone through the stage of equal technology education and science education, it has found its own position: engineering education is engineering education. The way of making curriculum policy and the essence of engineering education are the same in the evolution. Engineering education is to train qualified engineering professionals, making the project better for the benefit of mankind.
【学位授予单位】：中南大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G642.3

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