论中国近代工程教育体系的两种范式  

On the Two Paradigms of Engineering Education System in Modern China

作　　者：王文娟[1] 雷庆[1] 

机构地区：[1]北京航空航天大学高等教育研究所

出　　处：《高等工程教育研究》2017年第6期187-194,共8页Research in Higher Education of Engineering

摘　　要：中国近代工程教育体系构建中,处理工程学科与其他学科关系先后存在两种范式:人文统合范式与科学分立范式。两种范式都将工程技术知识体系归于"用"或"术",对工程技术知识体系与整个知识系统关系的认识存有分歧,表现为工程教育理念、制度、课程设置等层面差异。统合范式接续传统工程知识观,以经史之学统摄工程,保障了工程知识与整个知识体系的统一,逻辑上具有自洽性,践行中面临制度与文化双重困境。分立范式迎合社会需求,短期内促进了工程教育发展,但与工程综合性特点之间具有不可避免的张力。In the process of constructing modern engineering education system of China,there are two different paradigms in dealing with the relationship between engineering disciplines and other disciplines：the synthesized paradigm and the separate paradigm.The two paradigms both regard the knowledge system of engineering technology as technology,but they have differences in terms of the relationship between the engineering technology and the whole knowledge system,which include the concept of engineering education,policy and curriculum provision.The synthesized paradigm continues the traditional concept of engineering knowledge,which integrates engineering knowledge with the whole system of knowledge with the consistency of logic.It is faced with double dilemmas of system and culture in practice.The separate paradigm caters to the needs of society and has promoted the development of engineering education in the short term,but it has inevitable tension with the comprehensive characteristics of the project.

关 键 词：工程学科 中体西用 学术分途 

分 类 号：G649.29[文化科学—高等教育学] TB-4[文化科学—教育学]