工程教育专业培养目标的国际比较与思考  

International Comparison and Reflection on Engineering Program Educational Objectives

作　　者：范瑜[1,2] Fan Yu

机构地区：[1]北京交通大学 [2]电子信息与电气工程类专业认证委员会

出　　处：《高等工程教育研究》2024年第1期35-41,共7页Research in Higher Education of Engineering

摘　　要：目前我国绝大部分工科本科专业都没有把学生毕业后攻读研究生或取得研究生学位列入培养目标,造成一些专业培养目标在毕业生发展路径方面与实际不完全相符。为研究这种现象出现的原因,本文首先对《华盛顿协议》文件中培养目标的描述和定义进行了解读,并查阅了各成员的通用标准培养目标,还对它们的200多个专业培养目标做了调查。研究表明,国际上通用标准培养目标可分为三种类型:“形成型”“成就型”和“兼顾型”。我国的通用标准培养目标也属于“成就型”,但专业既可以在培养目标开头语中阐述毕业后读研这一形成性发展过程,也可以把取得研究生学位作为专业成就列入具体目标。At present,almost no engineering programs in China include pursuing graduate studies in their program educational objectives.To analyze the reasons for this phenomenon,the paper first interpreted the description and definition of educational objectives in the documents of the International Engineering Alliance,and studied the educational objectives of the Criteria of Washington Accord members.Additionally,the author conducted surveys and statistics on over 200professional training objectives.The research results indicate that the educational objectives of the criteria of Washington Accord members can be divided into three types:“formative”,“achievement oriented”,and“balanced”.Although the Educational Objectives of China’s Criteria belong to the type of“achievement oriented”,educational objectives can still include pursuing graduate studies as one of the formative development processes in its opening phrase,or include“obtaining agraduate degree”as one of the specific objectives.However,majors can elaborate on the process of pursuing postgraduate studies after graduation in the opening sentence of their training objectives.

关 键 词：专业认证 认证标准 培养目标 毕业生 形成性发展 研究生学习 

分 类 号：G642[文化科学—高等教育学] TB-4[文化科学—教育学]