从“大工程观”到“大教材观”:“新工科”人才培养与教育出版创新

A Shift from a Big Engineering View to a Big Textbook View:The Innovation of New Engineering Talents' Training and Educational Publishing

中国制造2025的国家战略和"新工科"建设对高等教育变革提出了新要求和新使命。"新工科"建设不仅是国家战略对人才培养提出的新要求,也必然带动教育出版的供给侧改革。单一的以静态学科知识为主要内容的传统教材已经不能满足"大工程观"下的人才培养需要,大学的教材出版体系亟须打破常规、大胆创新、主动适应,以服务好人才培养的大局。"大工程观"视角下的教材出版不仅要考虑到传统教材形式上的数字化,以适应教育教学的内容重构,还要考虑到工程教育的系统性和过程性等特殊要求。因此,"新工科"视域下的教材出版需要进行"大教材观"下的理念创新、形式创新和内容创新,最终形成"新教材观、大教材观和活教材观"三位一体的教材出版新范式。

With the development of new technology, there emerges a new wave of global industrial revolution in recent years. America took the lead to launch the Strategic Plan for Advanced Manufacturing Countries, and Germany published the German Industry 4.0 Strategy. Britain released the 2050 strategy of British Industry, and China launched the ＂Made in China 2025＂ strategy. This is an opportunity for our country to transform from a big manufacturing country into a great manufacturing power, to gain the first-mover advantages, and to occupy the high ground of industrial competition. This has met with positive responses from tertiary education institutions where an ＂Emerging Engineering Education （3E） campaign is in full swing. Relevant measures, such as the ＂3E Fudan Consensud＇, the ＂3E Construction Plan （Tianda Project）＂, and the ＂Guidelines of 3E Research and Practice Project＂, have been released, providing systematic guidelines for 3E courses. Based on the ＂Made in China 2025＂ strategy and the new trend of 3E construction, new requirements and missions have been set up for the reform of higher education. The author believes that the 3E not only reflects the national strategy in nurturing talents, hut also inevitably encourages the supply-side structural reform of educational publication. Traditional textbooks with fixed subject knowledge can no longer satisfy the demand of nurturing talents in the context of the big-engineering view The university publication system of textbooks is in urgent need of breaking conventions, making active adjustments and bringing forth innovative ideas to serve the overall purpose of nurturing 3E talents. The new textbooks in the big engineering paradigm should not only have digital versions of traditional textbooks and re-construct their contents, but also realize the systematic, constructive and processing features of engineering education. In view of this, the publication of textbooks in the 3E campaign should he innovated in concept, form and content in the context of big engineering view. The innovation paradigm of educational publication should be based on three aspects of big textbook view, the great textbook view, forming a new paradigm in which a big textbook view and a vivid textbook view integrate. The author believes that according to the curriculum development theory of Ralph Tyler, famous American education scholar and father of curriculum theory, the aim of education decides the content and form of education, which in turn decide the supply of educational resources. The educational publication which takes the supply of educational resources as its major mission should not only adapt to the teaching paradigm reform of the 3E curriculum, but also serve the strategic aim of nurturing talents in general. The international certified standards in the field of engineering education not only mean the high standard of the quality of talents and the new standard of educational and instructional methods, but also the high standard of the supply of educational resources and the new standard of educational publication in supplying support for students. The author believes that domestic traditional publication mode of textbooks can hardly adapt to quickening paces of the educational reform of the new engineering curriculum. The educational publication industry needs to break the conventions and make bold innovation. The textbook publication paradigm must undergo the transformation from old to new concepts, from a small to an integrated macro concept, and from the fixed knowledge type to an ever-updating type of textbooks. Only in this way, can the concept advocated by the construction campaign of the 3E curriculum receive the support it deserves, and can the international standard certified by the engineering education be reached.