中美工程教育认证标准中的素质教育研究  

Study on Quality Education in Sino-US Engineering Education Accreditation Standards

作　　者：王颖[1] 叶雨晴 WANG Ying;YE Yuqing

机构地区：[1]北京理工大学人文学院,北京100081 [2]北京理工大学机电学院,北京100081

出　　处：《高教学刊》2021年第21期1-4,10,共5页Journal of Higher Education

基　　金：北京市哲学社会科学项目课题“北京高校理工交叉学科研究生培养模式与质量提升途径研究”(编号:13JYB007);北京市教育科学规划重点课题“北京高水平大学实验班拔尖创新人才培养模式研究”(编号:ADA14119)。

摘　　要：文章以素质教育为出发点,分析中国大陆工程教育专业认证协会(CEEAA)、美国的工程技术评审委员会(ABET)及中国台湾的中华工程教育学会(IEET)认证标准的异同。ABET对认证标准的各个方面都做出了详细的要求,而且非常注重工程教育的产出效果和学生的专业素质与人文素质。IEET作为一个涉及多学科认证的组织,其工程类专业的认证标准相较于其他两个组织较为笼统不够详细,对素质教育的考察不够充分,但也根据其自身的特点增加了一些必要的内容。相较于其他两个组织,CEEAA的认证标准条目较少,其对每条标准的解释较为详细,并在其认证标准中对素质教育有较为详细的规定。Taking quality education as the starting point,this paper analyzes the similarities and differences between the accreditation standards of Engineering Education Accreditation Association(CEEAA)in China's Mainland,the American Engineering Technical Review Committee(ABET)and the Chinese Engineering Education Association(IEET)in Taiwan,China.ABET has made a detailed request for all aspects of the certification standard,and has attached great importance to the output effect of engineering education and the professional quality and humanistic quality of students.IEET's engineering professional accreditation standard is relatively general and less detailed than the other two organizations,Compared with the other two organizations,CEEAA has less certification standard entries,which has more detailed rules for quality education in its accreditation standard.

关 键 词：素质教育 工程认证组织 认证标准 

分 类 号：G640[文化科学—高等教育学]