回归工程实践：我国高等工程教育课程改革研究
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摘要
在全球化知识经济时代,工程在解决与人类生活相关的复杂问题中起着重要作用。世界各国对工程师寄予厚望,对工程教育的改革尤为关注。当前,我国正在实施“卓越工程师教育培养计划”,旨是在实现从工程教育大国向工程教育强国的转变。我国工程教育人才培养的数量虽多,但质量还有待进一步提升。未来的工程师不能仅靠黑板、书本、公式演算和计算机仿真模拟等方式来培养。课程在高等教育人才‘培养中发挥着核心作用。因此,“如何改革我国的高等工程教育课程”成为笔者关注的实际问题。
国内外研究现状表明,工程教育当前正成为新兴的研究领域；高等工程教育的微观层面：“工程学习系统”,即课程与教学,是研究的潜在热点。我国工程教育课程研究虽取得了一定的成绩,但仍存在“微观的课程与教学研究数量和质量有待提高、从工程的角度研究课程急需补充”的局限。本研究跨越工程与课程两个知识领域,聚焦于从工程实践的角度研究工程教育的课程。
通过文献综述,本研究提出的核心假设是：“回归工程实践”是当前我国工程教育课程改革的“指南针”；中心研究问题是：课程是否需要以及如何回归工程实践。本研究围绕工程观、人才观和课程观的诉求与回应,提出了层次递进的4个子研究问题：①工程教育及课程是否需要回归工程实践；②课程需回归的工程实践是什么样的实践：③当代工程实践对工科毕业生能力有何要求：④工程教育课程如何改革才能满足该要求。
为了深入回答上述问题,本研究应用“战略路径标定法”,选择历史、现实、未来、路径4个视角,各有侧重地回答工程教育课程从何而来、现居何处、意欲何往以及通达之路。研究乘承实用主义知识观,采取定量与定性相结合的混合研究策略,综合运用历史法、案例法、文本调查、问卷调查、访谈调查等研究设计,围绕研究问题收集、处理和分析文献资料与实证数据。本研究的主要发现是：
(1)从历史的角度看,国际.高等工程教育大体经历了面向工程实践的起源阶段、偏离工程实践的转型阶段和回归工程,实践的超越阶段；但我国工程教育偏离与回归的时间滞后于国外。当前,国际工程教育呈现出“回归工程实践”的总体趋势,但这种回归不是复原式的回归,而是螺旋式上升到“整体工程观”指导下的当代工程实践。历史研究说明了工程教育回归工程实践的必要性和指向性。
(2)整体工程观视工程为复杂的生态系统,其整体的含义是：工程处于政治、经济、文化与社会的大背景中；工程依赖技术与非技术的要索；工程产品的生命周期是构思、设计、实现与运行的整个过程；工程项目的实施包括工程前、[程中、工程后的完整阶段。“整体型”工程实践具有系统性、复杂性、多样化、综合性、应变性、创新性、全球化与可持续发展等特征。
(3)国外大学工程教育课程改革的探索,说明了课程“回归工程实践”的必要性。国外课程的改革体现了整体型工程实践的部分特点,但其深度和广度还有待拓展。国外课程所体现的工程实践特点,对工科学生既有技术能力的要求,又有较高的非技术能力要求。工程课程强调回归工程实践,并没有削弱科学与技术知识在工程教育中的重要性,而是强调课程应寻求理论与实践内容的平衡。
(4)我国大学工程教育从课程设计和实施两个层面看,存在“强调工程科学、软化工程实践、脱离产业需求”现状：其主要问题有：课程目标脱离工业需求、课程结构分离工程能力、课程内容偏离工程实践、学生学习游离中心地位。这些问题与高等工程教育的的工程观、人才观和课程观指导的缺乏有关。我国高等工程教育课程的现状与问题同样说明了课程回归工程实践的必要性。
(5)社会对高等工程教育课程改革的诉求足通过利益相关者代言的。利益相关者对课程改革的诉求点足：回归工程实践是必然趋势；课程应回归到“整体型”工程实践。除了传统的技术能力外,当代的工程师和工科毕业生还应具备较强的沟通交流、团队合作、灵活应变、信息、处理等非技术能力。我国工程教育课程现状与社会诉求口标之间尚有差距,课程需通过改革来弥补这些差距。
(6)我国高等工程教育课程改革应以工程观、人才观和课程观为理念指导,回归限“整体型”工程实践,着重构建“工程范式”的课程。课程应体现理论与实践、知识与能力、技术与非技术、线性与非线性的平衡。时间,让学生尽早参与工程实践,进程安排符合实践的认知规律：空间上,开展校企合作培养,为课程实施提供真实的工程情境：深度上,强调集成的工程知识,体现工程的知识基础性和实践特征：宽度上,强调能力的包容,体现工程的产业性和时代特征。
(7)我国高等工程教育课程应以工科毕业生的“工程专业能力”为重建目标。本研究提出的“工程专业能力”框架,分为共性能力和个性能力两大类；共性能力又可分为技术能力和非技术能力。我国大学可因校制宜地以该能力框架来设定课程的预期学习结果,并参考我国企业雇主对工科毕业生能力的重要性和满意度的分类评价。课程内容的选择也应以培养学生的“工程专业能力”为导航,更多地体现当代工程实践的新特点。
(8)课程结构的优化是我国高等工程教育课程重构的重点。课程结构优化的方向是调整理论课程与实践课程的关系。学科融合型、问题融合型、并列组合型和交替组合型4种结构均可实现面向工程实践的目的。课程结构优化的要素应从课程类型、学分比例、进程安排、场所配置和序变能力入手。设想中的“模块化的课程结构模型”分为6个模块：通识教育课程模块、自然科学课程模块、工程大类课程模块、工程专业课程模块、工程实践课程模块和顶峰课程模块。
(9)以学生为中心的学习经验设计是我国高等工程教育课程重构的难点。一方面,要区分工程学习经验的类型和学习者的类型,采取归纳式的学习方式：另一方面,要改革学习评价方式,有效利用现代信息技术。学习经验设计的难点在于如何为工科学生的学习提供真实的工程背景、工程问题与产业工作环境。论文最后提供了国内外工程实践类课程的6种教学模式,可作为我国大学工程教育课程面向工程实践的改革参考。
本研究得出的结论是：我国高等工程教育课程改革的走向,应当以“整体工程观”为指导,回归“整体型”工程实践,着重构建“工程范式”的课程。工程范式的课程应从理念更新、目标重建、内容重组、结构优化、学习经验设计和教学模式选择等要素进行重构。本研究的新意在于提出了“工程范式”的课程设想、“工程专业能力”框架和“模块化的课程结构”模型。
在我国走新型工业化道路的背景下,本研究的理论意义在于,为工程教育和大学课程两个研究领域提供知识积累；为国际高等工程教育课程研究,提供来自发展中国家的研究案例。其实践意义在于,为我国大学工程教育课程改革提供学术指导和实证依据。其政策意义在于,为大学管理部门的工程教育课程改革提供决策咨询；为我国当前正在实施的“卓越工程师教育培养计划”提供政策参考。
In the era of globalization and knowledge-based economy, engineering plays a significant role in solving complex problems in human life. Most countries have great expectations of engineers, and pay particular attention to the reform of engineering education. Now the education program of outstanding engineers is implemented in China. It aims at the transformation from a country promoting engineering education to one that excels in this regard. There are still many problems in China's higher engineering education. The future engineers could not be cultivated only with the blackboard, textbooks, formulas and computer emulation or simulation, as curriculum plays a core role in higher education. Against this background, the author pays focuses on a practical problem, how can the curriculum of engineering education be reformed in our country at present!
Current research abroad shows that engineering education is a comparatively new research field. The hot issue lies in engineering learning system, i.e. curriculum and teaching, the micro-perspective of engineering education. Though some achievements have been made in engineering education research in China, it still remains inadequate in the research of curriculum and teaching. Only a few Chinese researchers have paid attention to this aspect and there is not any comprehensive study from the perspective of the practice of engineering. Therefore the paper focuses on this issue and explores the corresponding remedy in terms of curriculum. A cross-disciplinary method is employed to analyze and discuss the ways of tackling the problem emerging in the field of curriculum in engineering education. The main focus is on engineering practice.
The hypothesis of this research is that returning to engineering practice is the compass of the curriculum reform of engineering education in China. The two central research questions are:Is it a must to reform the present curriculum of engineering? How could the reform be properly undertaken? Given the viewpoints of graduates and the attributes of the curriculum, four specific research questions are detailed in the paper, which include 1) Should China's higher engineering education and curriculum return to engineering practice? 2) What are the obvious characteristics of the engineering practice now and beyond compared with the traditional engineering practice? 3) What are the indispensable skills of engineering practice required for current engineering graduates? and 4) How could the curriculum of higher engineering education be reformed to meet the needs?
The approach of Strategic Road-mapping is used to find the answers to the questions. Four aspects of the issue, namely its past, present, future and the solution, are reviewed, analyzed and discussed. Besides, the paper has adopted mixed methodology, combining both quantitative and qualitative research methods to collect data and conduct analyses of literature studies and empirical data about the research. The major findings of the research are as follows:
(1) Historically speaking, the international higher engineering education has been experiencing three stages:the early days of embracing engineering practice, the second stage of deviating from it and the present days of returning to it. Compared with other countries, especially US, China falls behind as far as the last two stages are concerned. Internationally, engineering education and its curriculum is now returning to the practice on the concept of Holistic Engineering.
(2) The Holistic Engineering view regards engineering as a complex ecological system. Its holism includes the following. Engineering is facing the whole background of politics, economy, culture and society; engineering relies on technical and non-technical elements; the life cycle of engineering products includes design, implementation and operation; the practice of engineering projects consists of three phases, namely pre-project, during the project and post-project. The obvious attributes of engineering practice now and beyond are:systematic, complex, diverse, comprehensive, adaptable, innovative, global and sustainable development.
(3) Case studies of the reform of engineering education curriculum abroad demonstrate that while other countries are going back to the engineering practice, and it is necessary for China to take the similar approach. Their present curriculum of engineering education has partly embodied the holistic view of engineering, though it still could be improved. The on-site engineering practice of the industry suggests that engineering graduates acquire both technical skills and ability but also strong non-technical skills and ability. With an emphasis on the return to engineering practice, the engineering curriculum is not meant to undermine the fundamental status of science and technology but to search for the balance between theory and practice.
(4) A review of the design and practice of engineering education curriculum in China reveals that the course of engineering is over-emphasized theoretically while its practice is not properly strengthened; the existing engineering education fails to meet the needs of the industry. The main reasons attributing to the above problems may come down to the fact that the objectives of curriculum, the teaching materials, and the teaching practice do not comply with the needs of industry. These may all result from the lack of proper philosophy of engineering education and the well-designed curriculum. In addition, there's a wide gap of depth, breadth, and methodology between the present curriculum of China's engineering education and that of other countries.
(5) It is stakeholders that representing the whole society that ask for the reform of the curriculum of engineering education. They consider the returning to engineering practice to be the right way to go and the curriculum should return to the holistic engineering practice. Besides the traditional technical skills and ability, today's engineers and engineering graduates should also develop their non-technical ability in the skills of communication, cooperation, flexibility, information processing, etc. This gap between what the industry asks for and what engineering graduates can do needs to be bridged via curriculum reform.
(6) The curriculum of China's engineering education should be reformed in the light of holistic engineering. It should adopt the holistic engineering practice, reconstruct the engineering paradigm of curriculum. Engineering curriculum reform should achieve the balance between knowledge and ability, technology and non-technology, linearity and non-linearity. The curriculum reform could be planned from the following four aspects. 1)Time. Students should participate in engineering practice as soon as possible. The progress should be arranged in accordance with their development of cognition.2) Space. The cooperation between universities and enterprises is critical in providing the real engineering context.3) Depth. Integrated engineering knowledge should be emphasized to show the fundamental and practical attributes of engineering.4) Breadth. Multiple competences are stressed to show the characteristics of the industry and age..
(7) The goal of returning to engineering practice can be reached if the curriculum is aimed at the expected professional ability of modern engineers. The major ability framework of engineering undergraduates in China can be categorized as common ability and individual ability. The former can be further divided into technical and non-technical skills and abilities. Individual competence refers to the special abilities acquired from the special major or college education. The content of the curriculum should be based on the professional engineering ability framework, and reflect the new characteristics of modern engineering practice.
(8) The optimization of curriculum structure is a most important factor of the curriculum restructuring. Firstly, curriculum structure should readjust the relationship between the theory and practical element. The four types of curriculum structure could be selected, which are the integrated discipline, the integrated problem, the juxtaposition combination and the alternate combination. Secondly, curriculum structure should be reformed with five elements:curriculum types, credits proportion, learning sequence, learning space and the stable and flexible ability of the structure. Thirdly, the research suggests the structure model of engineering curriculum in China should be divided into six modules:general education curriculum, natural science curriculum, engineering discipline curriculum, specific engineering field curriculum, engineering practice curriculum and capstone curriculum.
(9) The difficulty of the curriculum reform is in the design of the student-centered learning experience of engineering practice. On one hand, the learning should recognize the types of learning experiences and the differences between learners; and accordingly take inductive-based learning approaches. On the other hand, the design of engineering learning experience has to consider the learning evaluation, and the use of information technology. This paper details six models of specific curriculum as well as the ways of teaching and learning as references for our national reform of engineering curriculum.
The conclusion of the research is that it is a good prescription for engineering education curriculum reform to return to engineering practice in China. The curriculum reform should update the concept of engineering and curriculum, reconstruct the curriculum objectives and content, optimize curriculum structure, design the student-centered learning experiences and teaching approach, and all in all, restructure the engineering paradigm curriculum. The research is innovative in that it proposes the concept of "engineering paradigm" curriculum, the professional ability framework of engineering graduates and the curriculum structure model.
As to the theoretical significance of the research, it is to theoretically enhance the development of engineering education and college curriculum of China and other countries, and to share case studies from developing countries with those of other countries and may provide an insight in understanding China's engineering education. The significance in practice is that it has provided academic guidance and empirical evidence for college engineering education curriculum reform. The significance in policy making is that it provides policy consultancies for engineering education curriculum reform by college administration and policy references for the education program of outstanding engineers in China.
国内外研究现状表明,工程教育当前正成为新兴的研究领域；高等工程教育的微观层面：“工程学习系统”,即课程与教学,是研究的潜在热点。我国工程教育课程研究虽取得了一定的成绩,但仍存在“微观的课程与教学研究数量和质量有待提高、从工程的角度研究课程急需补充”的局限。本研究跨越工程与课程两个知识领域,聚焦于从工程实践的角度研究工程教育的课程。
通过文献综述,本研究提出的核心假设是：“回归工程实践”是当前我国工程教育课程改革的“指南针”；中心研究问题是：课程是否需要以及如何回归工程实践。本研究围绕工程观、人才观和课程观的诉求与回应,提出了层次递进的4个子研究问题：①工程教育及课程是否需要回归工程实践；②课程需回归的工程实践是什么样的实践：③当代工程实践对工科毕业生能力有何要求：④工程教育课程如何改革才能满足该要求。
为了深入回答上述问题,本研究应用“战略路径标定法”,选择历史、现实、未来、路径4个视角,各有侧重地回答工程教育课程从何而来、现居何处、意欲何往以及通达之路。研究乘承实用主义知识观,采取定量与定性相结合的混合研究策略,综合运用历史法、案例法、文本调查、问卷调查、访谈调查等研究设计,围绕研究问题收集、处理和分析文献资料与实证数据。本研究的主要发现是：
(1)从历史的角度看,国际.高等工程教育大体经历了面向工程实践的起源阶段、偏离工程实践的转型阶段和回归工程,实践的超越阶段；但我国工程教育偏离与回归的时间滞后于国外。当前,国际工程教育呈现出“回归工程实践”的总体趋势,但这种回归不是复原式的回归,而是螺旋式上升到“整体工程观”指导下的当代工程实践。历史研究说明了工程教育回归工程实践的必要性和指向性。
(2)整体工程观视工程为复杂的生态系统,其整体的含义是：工程处于政治、经济、文化与社会的大背景中；工程依赖技术与非技术的要索；工程产品的生命周期是构思、设计、实现与运行的整个过程；工程项目的实施包括工程前、[程中、工程后的完整阶段。“整体型”工程实践具有系统性、复杂性、多样化、综合性、应变性、创新性、全球化与可持续发展等特征。
(3)国外大学工程教育课程改革的探索,说明了课程“回归工程实践”的必要性。国外课程的改革体现了整体型工程实践的部分特点,但其深度和广度还有待拓展。国外课程所体现的工程实践特点,对工科学生既有技术能力的要求,又有较高的非技术能力要求。工程课程强调回归工程实践,并没有削弱科学与技术知识在工程教育中的重要性,而是强调课程应寻求理论与实践内容的平衡。
(4)我国大学工程教育从课程设计和实施两个层面看,存在“强调工程科学、软化工程实践、脱离产业需求”现状：其主要问题有：课程目标脱离工业需求、课程结构分离工程能力、课程内容偏离工程实践、学生学习游离中心地位。这些问题与高等工程教育的的工程观、人才观和课程观指导的缺乏有关。我国高等工程教育课程的现状与问题同样说明了课程回归工程实践的必要性。
(5)社会对高等工程教育课程改革的诉求足通过利益相关者代言的。利益相关者对课程改革的诉求点足：回归工程实践是必然趋势；课程应回归到“整体型”工程实践。除了传统的技术能力外,当代的工程师和工科毕业生还应具备较强的沟通交流、团队合作、灵活应变、信息、处理等非技术能力。我国工程教育课程现状与社会诉求口标之间尚有差距,课程需通过改革来弥补这些差距。
(6)我国高等工程教育课程改革应以工程观、人才观和课程观为理念指导,回归限“整体型”工程实践,着重构建“工程范式”的课程。课程应体现理论与实践、知识与能力、技术与非技术、线性与非线性的平衡。时间,让学生尽早参与工程实践,进程安排符合实践的认知规律：空间上,开展校企合作培养,为课程实施提供真实的工程情境：深度上,强调集成的工程知识,体现工程的知识基础性和实践特征：宽度上,强调能力的包容,体现工程的产业性和时代特征。
(7)我国高等工程教育课程应以工科毕业生的“工程专业能力”为重建目标。本研究提出的“工程专业能力”框架,分为共性能力和个性能力两大类；共性能力又可分为技术能力和非技术能力。我国大学可因校制宜地以该能力框架来设定课程的预期学习结果,并参考我国企业雇主对工科毕业生能力的重要性和满意度的分类评价。课程内容的选择也应以培养学生的“工程专业能力”为导航,更多地体现当代工程实践的新特点。
(8)课程结构的优化是我国高等工程教育课程重构的重点。课程结构优化的方向是调整理论课程与实践课程的关系。学科融合型、问题融合型、并列组合型和交替组合型4种结构均可实现面向工程实践的目的。课程结构优化的要素应从课程类型、学分比例、进程安排、场所配置和序变能力入手。设想中的“模块化的课程结构模型”分为6个模块：通识教育课程模块、自然科学课程模块、工程大类课程模块、工程专业课程模块、工程实践课程模块和顶峰课程模块。
(9)以学生为中心的学习经验设计是我国高等工程教育课程重构的难点。一方面,要区分工程学习经验的类型和学习者的类型,采取归纳式的学习方式：另一方面,要改革学习评价方式,有效利用现代信息技术。学习经验设计的难点在于如何为工科学生的学习提供真实的工程背景、工程问题与产业工作环境。论文最后提供了国内外工程实践类课程的6种教学模式,可作为我国大学工程教育课程面向工程实践的改革参考。
本研究得出的结论是：我国高等工程教育课程改革的走向,应当以“整体工程观”为指导,回归“整体型”工程实践,着重构建“工程范式”的课程。工程范式的课程应从理念更新、目标重建、内容重组、结构优化、学习经验设计和教学模式选择等要素进行重构。本研究的新意在于提出了“工程范式”的课程设想、“工程专业能力”框架和“模块化的课程结构”模型。
在我国走新型工业化道路的背景下,本研究的理论意义在于,为工程教育和大学课程两个研究领域提供知识积累；为国际高等工程教育课程研究,提供来自发展中国家的研究案例。其实践意义在于,为我国大学工程教育课程改革提供学术指导和实证依据。其政策意义在于,为大学管理部门的工程教育课程改革提供决策咨询；为我国当前正在实施的“卓越工程师教育培养计划”提供政策参考。
In the era of globalization and knowledge-based economy, engineering plays a significant role in solving complex problems in human life. Most countries have great expectations of engineers, and pay particular attention to the reform of engineering education. Now the education program of outstanding engineers is implemented in China. It aims at the transformation from a country promoting engineering education to one that excels in this regard. There are still many problems in China's higher engineering education. The future engineers could not be cultivated only with the blackboard, textbooks, formulas and computer emulation or simulation, as curriculum plays a core role in higher education. Against this background, the author pays focuses on a practical problem, how can the curriculum of engineering education be reformed in our country at present!
Current research abroad shows that engineering education is a comparatively new research field. The hot issue lies in engineering learning system, i.e. curriculum and teaching, the micro-perspective of engineering education. Though some achievements have been made in engineering education research in China, it still remains inadequate in the research of curriculum and teaching. Only a few Chinese researchers have paid attention to this aspect and there is not any comprehensive study from the perspective of the practice of engineering. Therefore the paper focuses on this issue and explores the corresponding remedy in terms of curriculum. A cross-disciplinary method is employed to analyze and discuss the ways of tackling the problem emerging in the field of curriculum in engineering education. The main focus is on engineering practice.
The hypothesis of this research is that returning to engineering practice is the compass of the curriculum reform of engineering education in China. The two central research questions are:Is it a must to reform the present curriculum of engineering? How could the reform be properly undertaken? Given the viewpoints of graduates and the attributes of the curriculum, four specific research questions are detailed in the paper, which include 1) Should China's higher engineering education and curriculum return to engineering practice? 2) What are the obvious characteristics of the engineering practice now and beyond compared with the traditional engineering practice? 3) What are the indispensable skills of engineering practice required for current engineering graduates? and 4) How could the curriculum of higher engineering education be reformed to meet the needs?
The approach of Strategic Road-mapping is used to find the answers to the questions. Four aspects of the issue, namely its past, present, future and the solution, are reviewed, analyzed and discussed. Besides, the paper has adopted mixed methodology, combining both quantitative and qualitative research methods to collect data and conduct analyses of literature studies and empirical data about the research. The major findings of the research are as follows:
(1) Historically speaking, the international higher engineering education has been experiencing three stages:the early days of embracing engineering practice, the second stage of deviating from it and the present days of returning to it. Compared with other countries, especially US, China falls behind as far as the last two stages are concerned. Internationally, engineering education and its curriculum is now returning to the practice on the concept of Holistic Engineering.
(2) The Holistic Engineering view regards engineering as a complex ecological system. Its holism includes the following. Engineering is facing the whole background of politics, economy, culture and society; engineering relies on technical and non-technical elements; the life cycle of engineering products includes design, implementation and operation; the practice of engineering projects consists of three phases, namely pre-project, during the project and post-project. The obvious attributes of engineering practice now and beyond are:systematic, complex, diverse, comprehensive, adaptable, innovative, global and sustainable development.
(3) Case studies of the reform of engineering education curriculum abroad demonstrate that while other countries are going back to the engineering practice, and it is necessary for China to take the similar approach. Their present curriculum of engineering education has partly embodied the holistic view of engineering, though it still could be improved. The on-site engineering practice of the industry suggests that engineering graduates acquire both technical skills and ability but also strong non-technical skills and ability. With an emphasis on the return to engineering practice, the engineering curriculum is not meant to undermine the fundamental status of science and technology but to search for the balance between theory and practice.
(4) A review of the design and practice of engineering education curriculum in China reveals that the course of engineering is over-emphasized theoretically while its practice is not properly strengthened; the existing engineering education fails to meet the needs of the industry. The main reasons attributing to the above problems may come down to the fact that the objectives of curriculum, the teaching materials, and the teaching practice do not comply with the needs of industry. These may all result from the lack of proper philosophy of engineering education and the well-designed curriculum. In addition, there's a wide gap of depth, breadth, and methodology between the present curriculum of China's engineering education and that of other countries.
(5) It is stakeholders that representing the whole society that ask for the reform of the curriculum of engineering education. They consider the returning to engineering practice to be the right way to go and the curriculum should return to the holistic engineering practice. Besides the traditional technical skills and ability, today's engineers and engineering graduates should also develop their non-technical ability in the skills of communication, cooperation, flexibility, information processing, etc. This gap between what the industry asks for and what engineering graduates can do needs to be bridged via curriculum reform.
(6) The curriculum of China's engineering education should be reformed in the light of holistic engineering. It should adopt the holistic engineering practice, reconstruct the engineering paradigm of curriculum. Engineering curriculum reform should achieve the balance between knowledge and ability, technology and non-technology, linearity and non-linearity. The curriculum reform could be planned from the following four aspects. 1)Time. Students should participate in engineering practice as soon as possible. The progress should be arranged in accordance with their development of cognition.2) Space. The cooperation between universities and enterprises is critical in providing the real engineering context.3) Depth. Integrated engineering knowledge should be emphasized to show the fundamental and practical attributes of engineering.4) Breadth. Multiple competences are stressed to show the characteristics of the industry and age..
(7) The goal of returning to engineering practice can be reached if the curriculum is aimed at the expected professional ability of modern engineers. The major ability framework of engineering undergraduates in China can be categorized as common ability and individual ability. The former can be further divided into technical and non-technical skills and abilities. Individual competence refers to the special abilities acquired from the special major or college education. The content of the curriculum should be based on the professional engineering ability framework, and reflect the new characteristics of modern engineering practice.
(8) The optimization of curriculum structure is a most important factor of the curriculum restructuring. Firstly, curriculum structure should readjust the relationship between the theory and practical element. The four types of curriculum structure could be selected, which are the integrated discipline, the integrated problem, the juxtaposition combination and the alternate combination. Secondly, curriculum structure should be reformed with five elements:curriculum types, credits proportion, learning sequence, learning space and the stable and flexible ability of the structure. Thirdly, the research suggests the structure model of engineering curriculum in China should be divided into six modules:general education curriculum, natural science curriculum, engineering discipline curriculum, specific engineering field curriculum, engineering practice curriculum and capstone curriculum.
(9) The difficulty of the curriculum reform is in the design of the student-centered learning experience of engineering practice. On one hand, the learning should recognize the types of learning experiences and the differences between learners; and accordingly take inductive-based learning approaches. On the other hand, the design of engineering learning experience has to consider the learning evaluation, and the use of information technology. This paper details six models of specific curriculum as well as the ways of teaching and learning as references for our national reform of engineering curriculum.
The conclusion of the research is that it is a good prescription for engineering education curriculum reform to return to engineering practice in China. The curriculum reform should update the concept of engineering and curriculum, reconstruct the curriculum objectives and content, optimize curriculum structure, design the student-centered learning experiences and teaching approach, and all in all, restructure the engineering paradigm curriculum. The research is innovative in that it proposes the concept of "engineering paradigm" curriculum, the professional ability framework of engineering graduates and the curriculum structure model.
As to the theoretical significance of the research, it is to theoretically enhance the development of engineering education and college curriculum of China and other countries, and to share case studies from developing countries with those of other countries and may provide an insight in understanding China's engineering education. The significance in practice is that it has provided academic guidance and empirical evidence for college engineering education curriculum reform. The significance in policy making is that it provides policy consultancies for engineering education curriculum reform by college administration and policy references for the education program of outstanding engineers in China.
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①[丹麦]杜翔云等PBL：大学课程的改革与创新[J].高等工程教育研究,2009(3)：29-35.
②注：丹麦奥尔堡大学基于问题和项目的课程模式(PBL)很有特色,每年举办国际工程教育PBL国际研讨会,在工程教育界堪称和美国麻省理工学院的CDIO课程模式相媲美。奥尔堡大学的PBL课程模式在联合国科教文组织设有PBL研究和推广研究教席。
③注：该文献由国内学者王立人译介,分2期刊登在《高等工程教育研究》杂志中。参见：[美]迈克尔J.普林斯,理查德·M.菲尔德.归纳式教学法的定义、比较与研究基础[J].王立人译.高等工程教育研究,2009(34)：15-28,13-18.
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①[丹麦]杜翔云等PBL：大学课程的改革与创新[J].高等工程教育研究,2009(3)：29-35.
②注：丹麦奥尔堡大学基于问题和项目的课程模式(PBL)很有特色,每年举办国际工程教育PBL国际研讨会,在工程教育界堪称和美国麻省理工学院的CDIO课程模式相媲美。奥尔堡大学的PBL课程模式在联合国科教文组织设有PBL研究和推广研究教席。
③注：该文献由国内学者王立人译介,分2期刊登在《高等工程教育研究》杂志中。参见：[美]迈克尔J.普林斯,理查德·M.菲尔德.归纳式教学法的定义、比较与研究基础[J].王立人译.高等工程教育研究,2009(34)：15-28,13-18.
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①注：对有关国家重要报告的文献综述，目的是强调所列报告的重要性：对这些报告详细的分析和解读,可参见第二章中相关内容：其它一些国家、大学、专业机构或组织发布的报告,参见附录A：国外支持性文献清单。
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③注：这些报告以及下文提及的美国其它一些报告,在第一章文献综述中已有介绍。
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② E4 Thematic network. "Introductory Book" in Enhancing Engineering Education in Europe[R]. Edited by Claudio Borri and Francesco Maffioli. Firenze University Press,2003, Vol A:5.
③ E4 Thematic network. "Introductory Book" in Enhancing Engineering Education in Europe[R]. Edited by Claudio Borri and Francesco Maffioli. Firenze University Press,2003, Vol A:7.
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⑤傅水根.我国高等工程实践教育的历史回顾与展望[J].实验技术与管理,2011(2)：2.
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①转引自：李晓强.工程教育再造的机理与路径研究[D].博士学位论文杭州：浙江大学,2008：11
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④陈劲,胡建雄.面向创新型国家的工程教育改革研究[M].北京：中国人民大学出版社,2006见：邹晓东等.科学与工程教育创新——战略、模式与对策[M].北京：科学出版社,2010：248.
①教育部本科教学“质量工程”领导小组办公室编.”质量工程”年度进展报告[M].北京：高等教育出版社,2009：299.
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①Williarn Litant Crawlcy wins National Acaderny of Engineering's Gordon Prize[EB/OL].MIT News http://web,mit.edu/newsoffice,2011-06-30.
②David Darmofal.Changing Pedagogy:What Our Students Say[EB/OL].To Appear in 2005 MIT Acro/Astro Annual Report,2005:4-5.http://www.mit.cdu/,2011-10-20.
③MIT.Educational Transformation Through Technology at MIT:Measuring Success[EB/OL].http://web.mit.cdu/edtech/casestudies/cdio.html,2011-10-20
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③查建中.论“做中学”战略下的CDIO模式[J].高等工程教育研究,2008(3)：1
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③ Fink,F.K.. Integration of Work Based Learning in Engineering Education[A]. Proceedings Frontiers in Education Conference,2001:10-15.
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③转引自Krogh Lone, Rasmussen J.. Employability and Problem-Based Learning in Project-Organized Settings at the University[A]. In:The Aalborg PBL Model:Progress, Diversity and Challenges[M]. Aalborg:Aalborg University Press,2004:37-56.
④ Anette Kolmos. Project Based and Problem Based Learning Trends and Cases[PPT]. In IIDEA Workshop Session, Beijing:Tsinghua University,2011.
① Erik de Graaff. PBL as An Educational Philosophy, Implications of the Underlying Values and Premises[PPT]. In IIDEA Workshop Session, Beijing:Tsinghua University,2011.
② Martin S.. Definition of Cognitive Learning[EB/OL]. http://EzineArticles.com/365039,2011-10-20.
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④ Anette Kolmos and Erik de Graaff. Process of Changing to PBL[A]. In:Management of Change, Implementation of Problem-Based and Project-Based Learning in Engineering[M]. Erik de Graaff, Anette Kolmos. AW Rotterdam, The Netherlands:Sense Publishers,2007:35.
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①Itin. C. M. Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century. The Journal of Experiential Education.1999(2):91-98.
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①数据来源：Q-A-30.
①雷庆,赵囡.高等工程教育专业培养目标分析[J].高等教育研究,2007(11)：14
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③数据来源：Q-A-6.
①郭冬生.我国工程本科课程改革刍议[J].高等工程教育研究,2004(4)：14
①朱高峰.创新与工程教育——初议建立创新型国家对高等工程教育的要求[J].高等工程教育研究,2007(1)：5.
②数据来源：麦可思2010年中国大学生就业报告(就业蓝皮书)[R].thhp://www mycos.com.cn,2011-07-15.
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①数据来源：Q-B-19.
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④数据来源：Q-B-20
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①注：由于翻译的原因,这里所指的“道德问题”与“工程伦理”是等同的含义。
②[美]帕特里西亚·D.加洛威.21世纪的工程师——工程学教育改革刍论[M].刘欣,韦忠和译.北京：中国水利水电出版社,2008：33.
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②注：称为第一周期(First Cycle)和第二周期(Second Cycle),相当于我国的本科和硕士研究生两个层次的学位计划。
①袁本涛,王孙禺.日本高等工程教育认证概括及对我国的启示[J].高等工程教育研究,2006(3)：59
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