基于知识深度模型的工科毕业设计培养探索  

作　　者：郭玉柱 吕建勋[1] 李阳[1] 胡庆雷[1] 

机构地区：[1]北京航空航天大学,北京100191

出　　处：《高教学刊》2023年第1期97-101,共5页Journal of Higher Education

基　　金：北京航空航天大学重点教育改革项目“定性定量结合的自动化专业本科毕业设计教学质量评价体系研究”(4003168)。

摘　　要：从新工科创新人才培养和“两性一度”的要求出发,结合韦伯知识深度模型,对毕业设计承载的综合能力培养进行剖析,分析工科毕业设计中常见问题的深层次原因。结合布鲁姆认知目标分类模型和赫斯认知严谨矩阵,对工科毕业设计培养环节认知层次和思维深度进行梳理,为工科毕业设计教学过程进行定性/定量设计提供参考。重点强调学生自主程度对培养效果的影响,探索以学生为中心突出创新能力培养的工科毕业设计思路。Starting from the requirements of "new engineering" innovative talent training and "gender one degree",combined with Weber’s knowledge depth model, we analyze the cultivation of comprehensive ability of graduation design. This paper analyzes the deep causes of common problems in engineering graduation design. Combining with Bloom’s cognitive goal classification model and Hess’ s cognitive rigor matrix, we sort out the cognitive level and depth of thinking in the training process of engineering graduation design, providing a reference for the qualitative/quantitative design of engineering graduation design teaching process. This study emphasizes the influence of students’ autonomy on the training effect and explores the idea of engineering graduation design that emphasizes the cultivation of innovation ability with students as the center.

关 键 词：工科创新人才培养 毕业设计 以学生为中心 知识深度等级 赫斯认知严谨矩阵 

分 类 号：G640[文化科学—高等教育学]