工程思维的性质和认识史及其对工程教育改革的启示——工程教育哲学笔记之三  

Nature and Cognition History of Engineering Thinking and Its Enlightenment to Engineering Education Reform——Notes on Emerging Engineering Education(Ⅲ)

作　　者：李伯聪 Li Bocong

出　　处：《高等工程教育研究》2018年第4期45-54,共10页Research in Higher Education of Engineering

摘　　要：工程思维、科学思维、艺术思维是三种不同的思维方式,既有联系又有区别。工程思维的核心是"设计性"与"建造性",科学思维的核心是"探索性"与"发现性",艺术思维的核心是"(艺术)想象"与"虚构性"。人类工程思维的自觉认识进程困难而曲折,从历史上看,经历了三个阶段。在本质上,工程思维是与造物者的造物实践联系在一起的目的导向的造物思维。工程问题可有多种多样的解答。工程思维具有当时当地性、可行性、操作性、程序性、可错性、可靠性、安全性等特征。在思维方式的教育和培养上,工程教育必须以培养学生的工程思维能力为核心任务和基本内容,应该在这个前提下和基础上进行相应的科学思维教育和艺术思维教育,绝不能迷失工程教育中思维教育的正确方向。Engineering thinking,scientific thinking and artistic thinking are three ways of thinking.Engineering thinking,scientific thinking,and artistic thinking are three ways of thinking,which are both connected and different.The core of engineering thinking is ＂design＂and ＂constructiveness＂,while the core of scientific thinking is＂exploratory＂and＂discovery＂and the core of artistic thinking is＂（artistic）imagination＂and ＂fictionality＂.The conscious process of human engineering thinking is difficult and tortuous,which historically,covers three stages.In essence,engineering thinking is the purpose-oriented creation thinking that is associated with the creator＇s creation practice.There are a variety of solutions to engineering problems.Engineering thinking features locality,feasibility,operability,proceduralization,fallibility,reliability and safety.In the education and cultivation of thinking mode,engineering education must focus on cultivating students＇ engineering thinking ability as the core task and basic content,on the basis of which corresponding scientific thinking and artistic thinking education should be conducted,so as not to lose the correct direction of thinking education in engineering education.

关 键 词：思维方式 工程思维 科学思维 艺术思维 工程教育 工程思维能力培养 

分 类 号：G642[文化科学—高等教育学] TB-4[文化科学—教育学]