突破“外化呈递”藩篱的工科课程教学设计与案例研究  

Breaking the External Presentation Obstacle:Engineering Course Design and Case Study

作　　者：侯德义[1] 王刘炜 Hou Deyi;Wang Liuwei(School of Environment,Tsinghua University,Beijing 100084,China)

机构地区：[1]清华大学环境学院,北京100084

出　　处：《化工高等教育》2022年第6期41-49,113,共10页Higher Education in Chemical Engineering

基　　金：教育部第二批新工科研究与实践项目“竞教融合的新工科绿色创新创业实践平台构建与模式探索”(E-CXCYYR20200902);清华大学2020年本科教育教学教改立项“土壤污染控制工程专业核心课程建设”(DX02_20)。

摘　　要：开展新工科建设是推进我国工程教育改革与培养适应新时代发展需求的高素质人才的重要举措。在此背景下,文章结合“外化呈递”理论系统分析了传统工科课程产生这一困境的根源,指出其根源在于对显性知识的过度强调、课程组织的形式化以及工程伦理教育的缺失;基于上述分析提出,突破这一藩篱的工科教学设计应以浅层、中层与深层多维教学结果为导向,通过逆推法构建教学细节;在此基础上,以清华大学土壤污染控制工程课程为例,从学生学习动机的激发、技能的掌握与实际工程的结合、个体发展与社会效能的连接等多个层面介绍了该课程的教学实践。研究认为,遵循从后向前的设计思路,将学生个体成长与工程实际需求结合,有利于培养“厚基础、强能力、高素质”的复合型人才。Development of emerging engineering education is an important measure to promote the reform of engineering education and cultivate talents with high quarlity who could adapt to the development requirement in the new era. Under the background of emerging engineering education, the reason causing external presentation obstacle in engineering courses is analyzed. It contains the overemphasis of explicit knowledge, the formalize of course organization, and the lack of engineering ethic education. On the basis, a novel inverse derivation method of course design, oriented by teaching results in shallow, middle and deep level, is developed. The realization of this novel design method has been accomplished with a case study of Soil Contamination Control Engineering course in Tsinghua University, from the aspects of stimulating students’ learning motivation, integrating technical ability with real engineering, and linking individual development and social utility. It is proposed that, adopting the inverse derivation method to connect self-development with the requirement of engineering practice is helpful to foster compound talents with adequate background knowledge accumulation, strong ability in engineering design, as well as moral values.

关 键 词：新工科 外化呈递 逆推法 环境工程 

分 类 号：G642.0[文化科学—高等教育学] X53[文化科学—教育学]