30年来中国工程教育模式改革背景研究——基于多重制度逻辑的分析  

On the Reform Background of China′s Engineering Education Mode in the Past 30 Years

作　　者：陈敏[1] 李瑾[1] 

机构地区：[1]华中科技大学教育科学研究院

出　　处：《高等工程教育研究》2012年第6期59-67,共9页Research in Higher Education of Engineering

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)"30年来中国工程教育模式改革和未来发展趋势研究"(11JDGC025)的阶段性成果

摘　　要：30年来我国工程教育发生了重大而持续性的变革。随着国家发展战略重点的转移和政治经济环境的转变,工程教育改革经历了结构调整、体制改革、质量提升三个阶段。从制度变迁的视角来看,每一个阶段都是由国家逻辑、院校逻辑和个人逻辑相互作用所型塑,国家逻辑在演变过程中一直处于主导地位;三个阶段的主要矛盾从国家逻辑内部的矛盾转变为院校逻辑与国家逻辑的矛盾,最后发展为个人逻辑与国家逻辑之间的矛盾,而正是这些矛盾的转化成为了30年来我国工程教育改革发展的动力。The significant and persistent changes have taken place in engineering education in China in the past 30years.With the transformation of the national development strategic focus and the political and economic environment,the reform of engineering education has experienced three stages which are structural adjustment,reform and quality enhancement.From the perspective of institutional change,each stage is formed by interactions of national logic,the institution logic and personal logic.The national logic has been in a dominant position in the evolution.The principal contradiction in three stages changed from the national logic internal contradictions into college logic contradiction with the national logic,and then into the final development of the contradictions between personal logic and national logic.It is the conversion of these contradictions that became the power to push engineering education reform and development forward in the past 30years.

关 键 词：30年 工程教育 多重制度逻辑 

分 类 号：G642.4[文化科学—高等教育学] TB-4[文化科学—教育学]