基于学习进阶的本科项目制教学实践特征与行动逻辑——以德克萨斯大学奥斯汀分校机械工程系为例

Practical Characteristics and Action Logic of Undergraduate PBT Based on Learning Progressions——Take the Engineering Education Practice of the Mechanical Engineering Department of the UT at Austin as an Example

学习进阶是描述和评价学生认知发展和能力提升的重要途径,为考察项目制教学对本科工程人才培养效果提供了新视角。基于学习进阶框架的核心要素与本科工程人才培养标准构建了学习进阶模型,对美国德克萨斯大学奥斯汀分校机械工程系项目制教学实践进行三维度解析,呈现出阶段性目标设定、细分化教学设计、自主化身份建构及规范化学习评价等特征。其行动逻辑清晰可见:目标取向应厘清工具理性与价值理性;课程范式由序列范式转向整合范式;导学关系强调从“孤独者”到“共同体”的身份形塑;教学评价基于学习进阶进行规范化多元设计。

“Learning progressions” is an important way to describe and evaluate students’ cognitive development and ability improvement,and provides a new perspective for investigating the development progress of undergraduate engineering talents under the guidance of PBT.Based on the core elements of the “learning progressions”framework and the training standards for undergraduate engineering talents,the “learning progressions” model is constructed,which analysis the PBT of the Mechanical Engineering Department of the University of Texas at Austin from three dimensions,showing the characteristics like staged goal setting,subdivided teaching design,autonomous identity construction and standardized learning evaluation,etc.Its action logic is clearly visible:goal orientation should clarify tool rationality and value rationality;curriculum paradigm shifts from sequence paradigm to integration paradigm;the tutorial relationship emphasizes the identity shaping of the “loners” to the“community”;teaching evaluation can be designed based on learning progressions.