工程教育体系的历史制度主义分析--美国与德国的范例

Historical Institutionalism Analysis of Engineering Education System-Paradigms in America and Germany

德国、美国的工程教育几乎同时肇始于19世纪初期,但在发展过程中却形成了不同的价值取向。本章首先初步描述了美、德两种工程技术教育体系分别体现出的"陀螺型"、"不倒翁型"结构特征。接着考察了19世纪60年代至20世纪20年代两国工程技术教育体系的变迁过程,探讨形成各自特征的历史制度渊源。本文的重点在于利用"历史制度主义"分析框架,来阐释上述两种各具特色的工程技术人才培养体系的形成,主要是研究这一时期与工程教育的相关利益群体——政府、专业学术团体、产业界、大学——之间的利益诉求与不断达成共识的结果。据此,本文得出的结论是,我国工程技术教育改革的逻辑不应是对某个发达国家教育体系的简单模仿。

The engineering education systems of Germany and the U.S. have almost been initiated simultaneously in the early 19th century. Yet they differentiated in value orientations in the process of development. In this study, the structural features of education systems of engineering and technical personnel in America and Germany are described, which are ＂Spinningtop＂ and ＂Tumbler＂ respectively. Moreover, the changing process of engineering and technical education system of these two countries during the period of 1860s and 1920s is examined; the histori- cal institutional sources of the structural features are discussed. Applying the analytical framework of ＂Historical In- stitutionalism＂, this study focuses on illustrating that the formation of the two distinctive education systems stemmed from that the interests of parties related to engineering education--government, academic communities, industry and universities - - have been claimed and their consensus has been reached. Accordingly, the inference of this study points out that the logic of China＇ s engineering and technical education reform should not be a mechanistic antithesis or plain imitation of some developed countries.