论教育活动中工程思维的实现——兼评刘庆昌的《教育工学》  

FOn the Realization of Engineering Thinking in Education——Comments on Liu Qingchang's Educational Engineering

作　　者：赵冲 

机构地区：[1]吕梁学院教育系,山西吕梁033001

出　　处：《教育理论与实践》2017年第34期12-16,共5页Theory and Practice of Education

基　　金：吕梁学院2017年校级教学改革创新项目"高校创业教育在课堂教学中的实施研究"(项目编号:JYYB201703)的研究成果

摘　　要：教育工学是工程思维在教育活动运行的认知后果,完善了哲、理、工、艺的教育学学科体系。教育理论向实践的工学转化,实质上就是教育理论指导教育实践的过程,也是工程思维的转化过程,这是一个从理论到认识从认识到实践的转化过程。教育工程师是工程思维的实际拥有者,通过设计、制造和控制对教育活动进行工程化处理,确立了一种新型社会职业,具有重要的社会学意义。Educational engineering is the cognitive consequence of engineering thinking in educational activities, which improves the subject system of pedagogy including philosophy, science,engineering and art. The engineering transformation of education from theory to practice is, in essence, the process of educational theory guiding practice and also the transformation process of engineering thinking, which is the process of transformation from theory to cognition and then from cognition to practice. As the owner of engineering thinking, the educational engineer treats education like a project by designing, manufacturing and controlling, thus becoming a new occupation which is of sociological significance.

关 键 词：教育工学 工程思维 教育工程师 教育工程行为 

分 类 号：G40[文化科学—教育学原理]