新工科背景下工科专业的调整、布局及衍生机制——基于33所代表性高校的分析

On Adjustment Mode,Layout Mode and Derivative Logic of Engineering Specialty under the Background of New Engineering Construction——Analysis Based on 33 Representative Universities

"新工科"时代的到来赋予工程教育新的使命,工科专业调整是新工科建设的应有之义,而调整后的工科专业布局则是验证新工科建设是否得以扎实推进的重要维度。本研究以新工科建设中的33所重点综合性院校、工科优势高校和地方高校为研究对象,在对其工科专业调整与布局进行全面资料搜集与分类处理的基础上,认为当前工科专业调整主要包括外生新兴专业与内生新型专业相结合的专业新建、内部转型升级与外部跨界沟通并存的专业调整与内外部因素共同作用之下的专业退出三种基本路径,调整后的工科专业布局则可归纳为基础类工科专业支撑、主干类工科专业引领与特色类工科专业差异化发展三种基本模式。工科专业的调整方式与布局模式之所以呈现出如上形态,既是国家政策与市场需求等教育外部因素的驱动结果,也是工程教育转型、工科院校办学传统与师资力量等教育内部因素的必然生成,这为日后"新工科"建设之专业转型提供了一定有益启示。

With the coming of the new engineering era,engineering education has a new mission.The adjustment of engineering specialty is the proper meaning of the construction of new engineering,and the adjusted layout of engineering specialty is an important dimension to verify whether the construction of new engineering can be solidly promoted.Based on the comprehensive data collection and classified processing of the adjustment and distribution of engineering specialty in 33 key comprehensive universities,engineering advantage universities and local universities in the construction of new engineering,this study considers that the current adjustment methods of engineering specialties include three basic paths:the combination of the emerging exogenous specialties and the new endogenous specialties,the coexistence of the internal transformation and upgrading and the external cross-border communication,and the specialties withdrawal under the joint action of internal and external factors.The adjusted layout of engineering specialty can be summarized into three basic models:the support of basic engineering specialty,the guidance of main engineering specialty and the differential development of characteristic engineering specialty.The reason why the adjustment mode and layout mode of engineering major present the above form is not only the driving result of external factors such as national policy and market demand,but also the inevitable generation of internal factors such as the transformation of engineering education,the tradition of running engineering colleges and universities and the strength of teachers.