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用历史解读CDIO及其应用前景

2009-11-04  浏览次数:180  文字大小:【】【】【

● 篇名:An Historical Interpretation of CDIO and its Application Prospects

● 作者:李曼丽;

● 作者英文名:LI Man-li;

● 作者单位:清华大学教育研究所;

● 文献出处:清华大学教育研究 , Tsinghua Journal of Education, 编辑部邮箱 2008年 05期

● 关键字:CDIO; 工程教育历史; 应用前景;

● 英文关键字:Conceiving; Designing; Implementing; and Operating(CDIO); history of engineering education; application prospect;

● 摘要:理论与实践的关系一直是工程教育争论的焦点,不同国家处理这一争论的方式有所不同。在美国,教育界在实践与理论之间如同钟摆不断寻找平衡;而欧洲,双元制的工程教育体系分别侧重于工程教育的理论和实践两个侧面。第二次世界大战以后,工程需以科学为基础的观念影响更深、更广,尤其是60 年代后,工程教育甚至忽视了实践、经验等特性,使得“工程”与“科学”、“工程师”与“科学家”界限模糊,工程师在社会中的作用和地位受到质疑。自70 年代始“, 回到实践”的呼声强烈。本文认为,CDIO 是对当前工程教育“理论”与“实践”问题的一种解决方式。CDIO 只是应对目前工程教育困境的诸多解决方案中的一种。就CDIO 本身而言,对于不同国家、不同层次、不同具体情况的学校可能会有积极的启发意义,但并不意味着它是唯一可借鉴的做法。

● 英文摘要:This is a review of different development t rajectories of profession and education of engineering in Europe and the USA. Engineering education emerged in t he service for t raining skilled technicians for militaries needs and national inf rast ructure development . In the late 19th century and early 20th cent ury , science was regarded as the foundation of engineering. Since then , theory and application has long been t he focus of debate in engineering education. The history of engineering education development shows t hat t he solution to such debate varies by countries. In the USA , the education field pendulated between the two sides , t rying to seek a balance. In Europe , the dual system of engineering education each focuses on t he two sides of t heory and application. Since t he WWII , the call for engineering having solid scientific foundation have had louder and wider percussions. This is reflected by t he fact that since the 1960s , practice and experience had gradually lost value in engineering education , t he border between“engineering”and“science”and between“engineer”and“scientist”had became increasingly blurred , and the role and stat us of engineer was under doubt . Since t he 1970s ,“ret urn to practice”has become louder and stronger . This study argues that CDIO is a viable solution to t heory2practice issue in engineering education. Indeed it is only one among many solutions to current challenges to engineering education. It is not a panacea and it s value may differ by country , level of education and type of instit ution.

[附件:用历史解读CDIO及其应用前景.pdf]



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