从“教学学术”到“教育研究”:美国工程教育学科形成的历史考察  

From “Scholarship of Teaching” to “Educational Research”:A Historical Analysis of the Formation of Engineering Education Discipline in the United States

作　　者：郭卉[1] 朱康宁 闫晨晨 Guo Hui;Zhu Kangning;Yan Chenchen

机构地区：[1]华中科技大学教育科学研究院

出　　处：《高等工程教育研究》2021年第3期181-189,共9页Research in Higher Education of Engineering

基　　金：中国工程院院士咨询项目“中国高等工程教育研究国际化发展战略研究与实践”(2018-XY-50)。

摘　　要：通过文献资料的梳理和分析发现,美国工程教育研究发展历程可分为"改革实践范式""教学学术范式""严谨科学研究范式"三个阶段。美国工程教育研究走上学科化发展道路背后的多重动因包括ABET所主导的工程专业认证范式变革,NSF对工程教育改革和研究的资助,JEE追求高质量研究的不断自我革新,以及工程教育研究者的学科身份追求等。中国的工程教育研究如何做大做强,能从美国经验中获得有益启示。Through literature review and analysis, this paper summarizes the development process of engineering education research in the United States into three stages: from "reform practice paradigm" to "scholarship of teaching paradigm", and then to "rigorous scientific research paradigm". The multiple reasons behind the development of engineering education research in the United States include the transformation of engineering professional certification paradigm led by ABET, NSF’s funding for engineering education reform and research, JEE’s constant self-innovation in pursuit of high-quality research, and the pursuit of discipline identity of engineering education researchers. How to make China’s engineering education research bigger and stronger, we can gain beneficial enlightenment from American experiences.

关 键 词：工程教育学科 工程教育研究 学科形成 

分 类 号：G649.712[文化科学—高等教育学] TB-4[文化科学—教育学]