知识、识知与共同体情境——对工程教育的再认识  

Knowledge, knowing and community situation- Re-recognition of engineering education

作　　者：陶永建[1] 许迈进[2] 刘珊珊 TAO Yongjian;XU Maijin;LIU Shanshan(Higher Education Institute,Zhejiang University of Science and Technology,Hangzhou 310023,Zhejiang,China;College of Education,Zhejiang University,Hangzhou 310056,Zhejiang,China)

机构地区：[1]浙江科技学院高等教育研究所,杭州310023 [2]浙江大学教育学院,杭州310056

出　　处：《浙江科技学院学报》2023年第2期178-184,共7页Journal of Zhejiang University of Science and Technology

摘　　要：从工程教育和工程学习的认识论入手,分析工程院校培养工程实践能力不足的症结,是一个有益的尝试。结合工程和工程教育实际,论述了关于工程知识、识知、共同体情境的认识进路,即从个体、显性、抽象、静态的工程知识到集体、默会、动态、参与的工程识知的历程,从孤立、去情境化的知识到知识、识知寓居于共同体情境,从而得出工程知识无法脱离工程识知活动和工程共同体情境而创生与存在、工程共同体情境中的参与活动是有效工程学习等结论,并为如何改进工程教育、促进工程学习提供有益启示。Starting from the epistemology of engineering education and engineering learning,it is a useful attempt to analyze the crux of the engineering practice inability in engineering colleges and universities.In combination with engineering practice and engineering education,the cognitive approach of engineering knowledge-knowing-community situation was explored,that is,the process from individual,explicit,abstract and static engineering knowledge to collective,tacit,dynamic and participatory engineering knowledge,and from isolated and decontextualized knowledge to knowledge and knowing embedded in the community situation.It is thus concluded that engineering knowledge can not be divorced from engineering knowing activities and engineering community situation for creation and existence,and that the involvement activities in engineering community situation are effective engineering learning.It also provides beneficial enlightenment for how to improve engineering education and how to promote engineering learning.

关 键 词：工程知识 工程识知 共同体情境 工程教育 

分 类 号：G640[文化科学—高等教育学]