工程教育发展的目标与分类分层推进的策略思考

On the Goal of Engineering Education Development and Strategies of Classification and Stratification to Push Forward Development

《高等工程教育研究》已创刊30周年。30年来,对于工程教育的改革与发展,工程教育的研究者们提出了许多理性的思考;在众多高等院校的工科教育改革中,推出了许多系统性改革的实施项目。诸如:工程硕士学位的开通与发展;卓越工程师培养计划的启动实施;工程教育专业认证以及构思—设计—实现—运行(CDIO)等等。我国已成为了工程教育大国。今后发展与改革的目标,是把中国建成工程教育的强国,以振兴中国,为世界人民造福。要实现这一宏伟目标,必须研究为达到这一目标所可能采取的策略取向。本文分析了高等工程教育中专业、学科及学校的"分类"与"分层"的不同推进策略,指出在目前高等教育大众化的阶段所面向的国内外对工程人才新的多样性需求,需要大力推进以"全体学生学习成果"为专业教育的主要关注点,在面向多样性工程人才需求的新的"分类"基础上"分层"推进的实施策略。从社会需求、教育公平、历史文化差异、承认差异协同的不同视角,论述"分类"基础上的"分层"推进的策略,提出"需求驱动,分类‘卓越’,承认差异,积‘类’成‘层’,‘类’‘层’平衡,和谐共生"的一套策略选择。

The journal Research in Higher Education of Engineering has celebrated its 30th anniversary. Re-searchers on engineering education have produced a lot of rational reflections and thoughts on its re-form and development. A number of systematic reform programs have stood out among numerous re-form programs of engineering education in colleges and universities, for example, the establishment and development of the Master＇s Degree Program in Engineering, the launch of the Outstanding Engi- neers Education Plan, the Program of Engineering Education Accreditation, and the CDIO Program. China has become a large engineering education nation~ the goal of reform and development in the fu-ture is to build China into a strong power in engineering education so as to revitalize our nation and bring benefits to the people around the world. To realize this grand goal, all the possible strategic ori-entations must be analyzed. This paper analyzes various strategies to push forward the reform and de-velopment of engineering education in China through ＂classification＂ and ＂stratification＂ involving dif- ferent specialties, disciplines and schools. It points out that, at the present phase of the popularization of education, engineering talents are in face of diversified demands both at home and abroad, therefore ＂All-Students Learning Achievements＂ should be actively brought into focus for professional eduea-tion~ and the ＂stratification＂ strategy based upon the new ＂classification＂ for the diversified demands for engineering talents should be promoted. It also elaborates the classification-based ＂stratification＂ push-forward strategy from various perfectives, i.e. social demands, education equality, historical and cultural differences, coordination of the differences, harmonious development between the special ties and disciplines. It hence puts forth a series of strategic options, namely, the demand-driven, classification-based excellence, the recognition of differences, the classification-based stratifica-tion, the balance between classification and stratification, and the harmonious coexistence.