伦敦大学学院本科工程教育体验教学及其启示
|
摘要
伴随现代工程活动的复杂性、规模性和跨界性与日剧增,作为培养工程师核心环节之一的"体验"(Experience)内涵被重新界定。本科工程教育迫切需要构建一套"回归工程实践本质、综合特征和系统整体性"这一全新体验内涵的教学模式。基于文献回顾和结构化案例,本文翔实阐述了英国伦敦大学学院本科工程教育体验教学计划,提炼总结出"聚焦技能与素质的教学目标、贯穿综合工程项目的教学内容、突显学生主导的教学方法、重视开放多元的教学评价、注重全面统筹的教学支持"等关键特征,进而对我国高等工程教育深化落实"新工科"改革与实践提出了系列性对策建议。
With the complexity, scale and interdisciplinarity of modern engineering activities increasing gradually, "Experience", as one of the core stages of engineer training, should be re-defined. The undergraduate engineering education is badly in need of a new teaching model with new experiential meaning, which focuses on the essence, comprehensive characteristics and systematicness of engineering practice. Based on the literature review and structured case studies, this paper elaborates on the experimental teaching model of undergraduate engineering education in University College London(UCL), and summarizes some key features, such as the teaching objective focusing on skills and quality, the teaching contents throughout the comprehensive engineering projects, the student-oriented teaching method, the pluralistic teaching evaluation, and the well-organized teaching support. Then, a series of suggestions are put forward for further reform of "Emerging Engineering Education" in China's higher engineering education.
With the complexity, scale and interdisciplinarity of modern engineering activities increasing gradually, "Experience", as one of the core stages of engineer training, should be re-defined. The undergraduate engineering education is badly in need of a new teaching model with new experiential meaning, which focuses on the essence, comprehensive characteristics and systematicness of engineering practice. Based on the literature review and structured case studies, this paper elaborates on the experimental teaching model of undergraduate engineering education in University College London(UCL), and summarizes some key features, such as the teaching objective focusing on skills and quality, the teaching contents throughout the comprehensive engineering projects, the student-oriented teaching method, the pluralistic teaching evaluation, and the well-organized teaching support. Then, a series of suggestions are put forward for further reform of "Emerging Engineering Education" in China's higher engineering education.
引文
[1] ECPD.Available at Goals of Engineering Education,The Preliminary Report[R].ASEE,1965.
[2] 叶民.工程教育CDIO模式适应性转换平台的研究[D].杭州:浙江大学,2013:113.
[3] 中国教育报.中国工程教育质量报告(摘要)[N].中国教育报,2016-04-08(006).
[4] NAE,Advanced Micro Devices Inc.Infusing Real Word Experiences into Engineering Education[R].Washington,D.C.:The National Academies Press,2012.
[5][10] RAE.Engineering Graduates for Industry[R].The Royal Academy of Engineering.2010.
[6] RAE.Achieving Excellence in Engineering Education:the Ingredients of Successful Change[R].The Royal Academy of Engineering,2012.
[7] 吴婧姗.基于集成的工程教育模式研究[D].杭州:浙江大学,2014:1,59.
[8] 李正,唐飞燕.美国佐治亚理工学院实践课程设置及对我国的启示[J].高等工程教育研究,2017(1):156-163.
[9] 崔军.回归工程实践:我国高等工程教育课程改革研究[D].南京:南京大学,2011:130.
[11] 夏国萍.昆士兰大学工程教育课程改革特色探究——以项目中心型课程为例[J].高教探索,2008(6):62-66.
[12] 李双涛,等.高校众创空间建设实践——以清华大学i·Center为例[J].现代教育技术,2015,25(5):5-11.
[13] 教育部.“新工科”建设复旦共识[EB/OL].(2017-02-23)[2019-01-23].http://www.moe.gov.cn/s78/A08/moe_745/201702/t20170223_297122.html.
[14] HEA.University College London-IEP Team[EB/OL].(2017) [2019-01-23].https://www.heacademy.ac.uk/person/university-college-london-iep-team.
[15] DR RUTH GRAHAM.The Global State of the Art in Engineering Education[R].Cambridge:MIT,2018.
[16] 林健.面向未来的中国新工科建设[J].高等工程教育研究.2017(2):26-35.
[17] 陈国松.我国重点大学本科工程教育实践教学改革研究[D].武汉:华中科技大学,2012.
[18] 教育部.中国工程院关于加快建设发展新工科实施卓越工程师教育培养计划2.0意见[EB/OL].(2018-10-08)[2019-01-23].http://www.moe.gov.cn/srcsite/A08/moe_742/s3860/201810/t20181017_351890.html.
① 研究案例基于UCL官网信息、相关学术文献、工程教育研究报告等资料整理形成。
[2] 叶民.工程教育CDIO模式适应性转换平台的研究[D].杭州:浙江大学,2013:113.
[3] 中国教育报.中国工程教育质量报告(摘要)[N].中国教育报,2016-04-08(006).
[4] NAE,Advanced Micro Devices Inc.Infusing Real Word Experiences into Engineering Education[R].Washington,D.C.:The National Academies Press,2012.
[5][10] RAE.Engineering Graduates for Industry[R].The Royal Academy of Engineering.2010.
[6] RAE.Achieving Excellence in Engineering Education:the Ingredients of Successful Change[R].The Royal Academy of Engineering,2012.
[7] 吴婧姗.基于集成的工程教育模式研究[D].杭州:浙江大学,2014:1,59.
[8] 李正,唐飞燕.美国佐治亚理工学院实践课程设置及对我国的启示[J].高等工程教育研究,2017(1):156-163.
[9] 崔军.回归工程实践:我国高等工程教育课程改革研究[D].南京:南京大学,2011:130.
[11] 夏国萍.昆士兰大学工程教育课程改革特色探究——以项目中心型课程为例[J].高教探索,2008(6):62-66.
[12] 李双涛,等.高校众创空间建设实践——以清华大学i·Center为例[J].现代教育技术,2015,25(5):5-11.
[13] 教育部.“新工科”建设复旦共识[EB/OL].(2017-02-23)[2019-01-23].http://www.moe.gov.cn/s78/A08/moe_745/201702/t20170223_297122.html.
[14] HEA.University College London-IEP Team[EB/OL].(2017) [2019-01-23].https://www.heacademy.ac.uk/person/university-college-london-iep-team.
[15] DR RUTH GRAHAM.The Global State of the Art in Engineering Education[R].Cambridge:MIT,2018.
[16] 林健.面向未来的中国新工科建设[J].高等工程教育研究.2017(2):26-35.
[17] 陈国松.我国重点大学本科工程教育实践教学改革研究[D].武汉:华中科技大学,2012.
[18] 教育部.中国工程院关于加快建设发展新工科实施卓越工程师教育培养计划2.0意见[EB/OL].(2018-10-08)[2019-01-23].http://www.moe.gov.cn/srcsite/A08/moe_742/s3860/201810/t20181017_351890.html.
① 研究案例基于UCL官网信息、相关学术文献、工程教育研究报告等资料整理形成。