新工科文献回顾与展望:基于“五何”分析框架

Review and Prospect of Emerging Engineering Education Based on “4W1H” Analytical Framework

传统工程教育研究关注科学基础研究、工程实践、通识教育、教育认证等因素在工程人才培养中的作用,聚焦于解释工程教育的集成性和外部性,而忽略了学科演化及知识衍生本身所具有的逻辑性,在解释工程学科的演化方面具有很大的局限性。本研究首先基于科学计量学方法,借助"五何"分析框架,从新工科建设的动因(Why)、主体(Who)、目标(What)、情境(Where)、逻辑(How)五个方面系统回顾了新工科建设的相关研究成果。其次,通过回顾,本研究提出新工科建设是多层面、多主体共同推动的结果,其建设逻辑可归类为政策逻辑、产业逻辑、学科逻辑和知识逻辑。最后,我们将"五何"分析框架进行逻辑关系整合,构建出新工科研究的系统性分析框架,并提出未来研究展望。

Traditional engineering education researches have great limitations in explaining the evolution of engineering disciplines for they focus on the role of scientific basic research,engineering practice,general education,and education certification in the training of engineering talents as well as the integration and externality of engineering education,while neglect the logic of the evolution of disciplines and the development of knowledge itself.First of all,with the help of the ＂4W1H＂analysis framework,the related research results of 3E construction were systematically reviewed by means of scientometrics in terms of such five aspects as Why,Who,What,Where,and How.Besides,based on the review,it was proposed that the construction of 3E is the result of multi-level and multi-subject cooperation,and its construction logic can be classified into policy logic,industrial logic,discipline logic,and knowledge logic.What＇s more,a systematic analysis framework for 3E research was built and future research prospects were put forward based on the integration of the logic relationships of the ＂4W1H＂ analytical framework.