工程教育的哪些学习成果更重要——基于工业界的调查研究  

Which of the Learning Achievements of Engineering Education are More Important?

作　　者：刘少雪[1] 余天佐[1] 

机构地区：[1]上海交通大学高等教育研究院

出　　处：《高等工程教育研究》2017年第3期137-143,共7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)(15JDGC001)的阶段性成果

摘　　要：面向新一轮工业革命的主战场,工程教育必须回归工程实践,并系统研究工业界视角下的学生学习成果,从而在工程教育课程中纳入工业界对学生学习成果的需求,增强工程教育课程和教学设计的有效性。为了探讨工业界视角下学生学习成果要素之间的相对重要性,以及工业界与工程教育界对待学生学习成果要素相对重要性的观点差异,本研究采用问卷方式,通过对我国工业界(N=292)的调查,得出如下初步结论:工业界与工程教育界对学习成果要素的相对重要性观点存在明显差异,被教育界所诊视的工程基础知识,在工业界看来重要性反而最低;在工业界看来,远比工程基础知识更加重要的是能力和品质;学生学习成果要素之间存在某种内在的联动关系。这些研究结论对工程教育课程和教学改革具有深刻的启示意义。Facing the main battleground for the new industrial revolution, engineering education must return to engineering practice and systematically study the results of student achievement from the per- spective of industry, so as to include the industrial demand for students learning achievement in the engineering education courses, and enhance the effectiveness of engineering education courses and teaching design. In order to discuss the relative importance of the factors of students achievement in the industry perspective and the difference of the relative importance of students~ learning achieve- ment factors between the industry and the engineering education sector, this study shows the follow- ing preliminary conclusions with the questionnaire method and the survey of Chinese industry （N = 292） ： there is a significant difference in the relative importance of the factors of learning achievement between the industry and the engineering education sector. The basic knowledge of engineering, which is of the utmost importance in education sector, is of the least important in industry. In the industry view, ability and quality is more important than the basic knowledge. There is some inner rela- tionship between students learning achievement elements. These conclusions provide profound en- lightenment for engineering education curriculum and teaching reform.

关 键 词：工业界 工程教育 学生学习成果 相对重要性 

分 类 号：G642.0[文化科学—高等教育学] TB-4[文化科学—教育学]