联结理论与实践的CDIO--清华大学创新性工程教育的探索

Connecting Abstract Theories with Concrete Engineering Skills in the CDIO Learning Cycle

本文阐述了清华大学工业工程系开展工程教育创新项目的运作经验及其支撑理论。工业工程系加入了CDIO全球工程教育改革组织,正式采纳该组织以构思(Conceive)、设计(Design)、实施(Implement)和运作(Operate)四个阶段性的工程内容为学生能力培养目标的理念,将工程教育视为一系列的服务性工程产品制造过程,并以层次化的架构来组织师生的学习活动。我们通过"数据结构及算法"和"数据库系统原理"这两门连续的必修课获得实践经验,提炼出一个以科系整体为单位进行考量的知识传播和创造模式。其模式分为三层:首先,教师根据社会科学和数理逻辑的相关理念来构思教学大纲并确立学生分组规则。其次,使用基于系统工程理念所开发的互联网信息技术工具,加强教师和学生有规律的互动学习。最后,师生们把课堂环境演化为知识交换市场,让学生们分享他们的共同学习成果,并展示他们在开放性作业设计中的创造性。本文为以产品生命周期为导向的CDIO工程能力四阶段分类提出了相应的证据,并讨论了此分类法对工程知识传播及创造过程的普适性。

This article presents the operational experience and its supporting theories of an engineering education innovation project conducted at the Industrial Engineering Department of Tsinghua University. The project joined the CDIO Global Initiative by adopting the concept of using Conceive, Design, Implement, and Operate as the four stages of engineering skills that the students must acquire. By treating the engineering educational program as the manufactur- ing process of a series of engineered service products, the project adopted a layered model to organize the learning activities in the department. The project started by implementing two consecutive required courses, Data Structures and Algorithm, and Database System Concepts in the CDIO style. Then, the experience was utilized as an initial model of refining the format of knowledge dissemination and creation on a departmental scale. The model is formed by the following three stages. First, methods and theories developed by social scientists and mathematical logicians were adopted to conceive the course content structures and the formation rules for project teams. Second, internet - based information sharing tools developed by systems engineers were utilized to encourage organized interactions a- mong students and teachers. Then, it leveraged the lecture hours as a ＂marketing＂ platform for students to share their findings and exhibit their creativity based on flexibly designed assignments. This paper provides evidence to rationalize the division of engineering product life - cycles into these four categories of engineering skills ,and also argues that this categorization could be generally applicable to many kinds of processes in creating engineering knowledge.