工程教育“双师型”教师知识结构目标及发展途径

On Objective of "Double-Typed" Teachers’ Knowledge Structure in Engineering Education and Its Development Approach

现代知识的客观性、普遍性、中立性，导致了目前工程教育“双师型”教师的知识结构存在学科本位、封闭单一、科学中立等局限。后现代知识的文化性、境域性、价值性要求工程教育“双师型”教师建构复合型、开放型、创新型知识结构目标。其发展途径在于建构后现代知识型主导的知识结构观，完善和创新办学机制以提供教师发展知识目标结构的外部条件，敦促教师通过教学实践、产学研合作、培训进修等途径发展复合、创新、开放的知识目标结构。

The objective, universality and neutrality of modern knowledge has given rise to ＂double-typed＂ teachersj knowledge structure in engineering education existing constraints of subject-based, close-single and scientific neutrality. The culture, the condition and the value of post-modern knowledge demand engineering education ＂double-typed＂ teachers to construct the knowledge structure objective of complexity, opening and innovation. Its development approaches consist in constructing knowledge structure notion of post-modern ＇knowledge notion, perfect and innovate the mechanism of running school to provide external conditions for the development of teachers knowledge structure, and urge teacher to develop the objective of knowledge structure with complex, innovative and open charactercstic through the approach of teaching practice, industry-study-researchcooperation and advanced studies, etc.