TRIZ发明问题解决理论与CDIO工程教育理念的融合  

The Integration of TRIZ Theory and CDIO Engineering Education Concept

作　　者：左远志[1] 郭晓娟[1] 肖汉敏[1] 

机构地区：[1]东莞理工学院能源与化工系,广东东莞523808

出　　处：《东莞理工学院学报》2015年第1期99-103,共5页Journal of Dongguan University of Technology

摘　　要：CDIO(构思:Conceive、设计:Design、实现:Implement和运作:Operate)工程教育理论是近年来国际工程教育改革的最新成果,TRIZ(发明问题解决理论)是近年来人类进行科学研究和发明创新时卓有成效解决发明问题的理论方法体系,虽然二者主要针对的学科领域不同,但作为教育理念却有相同之处。对照CDIO大纲,可以发现传统工程教育模式的问题所在,而TRIZ理论可以回答"如何做"的问题。通过产品生命周期,分析了CDIO与TRIZ的内在联系;借助TRIZ理论中的发明等级划分概念,提出了地方院校实施创新型人才培养目标层次定位的范畴,相应地析出了地方院校开展CDIO工程培养模式的侧重点;建立了将TRIZ的分析工具应用到CDIO的集成模型;指出CDIO工程培养模式得到基于TRIZ理论的CAI计算机辅助创新工具的有效支持,将迅速培养和开发学生的创造性思维与创造技能。The CDIO concept is the latest achievement of the international engineering education reform in recent years, while the TRIZ theory is a highly effective methodology to solve the inventive problems in the fields of human scientific researches, inventions and innovations. Though they focus on different disciplines, they have something in common as educational ideas. Con- trasting with the CDIO outlines, the disadvantages of the traditional engineering education modal can be found, but the TRIZ theory can answer the question of ＂how to do＂. Based on the approaches of product life cycle, the internal relations between CDIO and TRIZ are first analyzed in this paper. Then, the rational orientation of local colleges to cultivate new type of talents is proposed through the concept of five invention levels defined by the TRIZ theory. As a result, the emphases of local colleges to carry out the CDIO engineering mode are expounded. The integrated model of applying TRIZ methods to the CDIO engineering mode is also estab- lished. Finally, it is pointed out that the CDIO engineering mode integrated with computer aided innovation （CAI） tools from the TRIZ theory will be available for the development of creative thinkings and creative skills.

关 键 词：TRIZ CDIO 工程教育 人才培养 计算机辅助创新(CAI) 

分 类 号：G642[文化科学—高等教育学]