工程教育改革背景下工科学生认知发展现状与影响因素研究  

A Study on the Engineering Students’ Cognition Development and Its Influencing Factors in the Context of Engineering Educational Reform

作　　者：朱佳斌 刘群群 刘少雪 张执南[3] Zhu Jiabin;Liu Qunqun;Liu Shaoxue;Zhang Zhinan

机构地区：[1]上海交通大学高等教育研究院 [2]东营市社会科学界联合会 [3]上海交通大学机械与动力工程学院

出　　处：《高等工程教育研究》2019年第6期58-64,共7页Research in Higher Education of Engineering

摘　　要："新工科"的核心不仅在于发展一系列新兴的工科领域,也在于改革与完善新型的工程教育教学模式。探究新型工程教育教学模式是否以及在何种程度上产生了积极成效则是进一步深化改革的关键点。工程人才的认知发展是制约其工程能力的重要因素。本研究在前期对留美工程学生认知发展探究的基础上,对上海市某入选"双一流"高校工科学生的认知发展进行定量研究(有效问卷620份)与质性访谈(共计访谈学生61名)。研究结果表明:该高校样本工科学院70%左右学生的认知发展水平已处于高阶发展阶段;与工科学生高阶认知发展阶段相关的主要的教学因素体现了当前工程教育改革措施对学生认知发展的促进作用,显示样本高校工程教育教学改革措施初见成效。本文为"新工科"在教学层面的改革效果提供实证依据,为深化高等工程教育教学改革提供参考。The core of emerging engineering education lies not only in some emerging engineering fields, but also in the reform and improvement of teaching and learning methods in engineering education. This paper studies the cognition development of engineering students in a Double-First-Class university. Quantitative survey responses(N=620) and qualitative interview data(61 interviewees) were collected and analyzed. Results show that nearly 70% of engineering students’ cognition ability is at the advanced stage. In addition, the educational influencing factors of their cognition development worked well with the practical educational measures advocated by the "Plan for Educating and Training Outstanding Engineers". Practical suggestions are provided for deepening the engineering education reform to enhance the international competitiveness of Chinese engineering graduates.

关 键 词：工程教育改革 认知发展 Perry理论 影响因素 

分 类 号：G64[文化科学—高等教育学]