工程教育范式转型的中国道路：“新工科”建设探索研究与理论形成

叶民; 邓勇新; 张瑜; 朱凌

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工程教育范式转型的中国道路：“新工科”建设探索研究与理论形成

科教战略 | 更新时间：2023-12-05

- 工程教育范式转型的中国道路：“新工科”建设探索研究与理论形成
- Chinese Paradigm in the Transformation of Engineering Education: Explorational Research and Theoretical Formation of "Emerging Engineering Education"
- 科教发展研究 2023年3卷第3期页码：18-35
- 作者机构：
  
  1.浙江大学中国科教战略研究院
  2.浙江大学公共管理学院
- 作者简介：
  
  叶民，浙江大学中国科教战略研究院研究员、博士生导师；研究领域为科教战略管理、高等工程教育。
  邓勇新，浙江大学公共管理学院博士研究生；研究领域为工程教育、科教管理。
  张瑜，浙江大学公共管理学院博士研究生；研究领域为工程教育、科技管理。
  朱凌，浙江大学中国科教战略研究院研究员、博士生导师；研究领域为科教管理、工程教育。
- 基金信息：
  
  教育部哲学社会科学研究重大委托项目“中国工程教育战略与改革路径研究”(22JZDW002)
- DOI：
  中图分类号：
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叶民，邓勇新，张瑜，等.工程教育范式转型的中国道路：“新工科”建设探索研究与理论形成[J].科教发展研究，2023，3（3）：18-35.

YE Min, DENG Yongxin, ZHANG Yu, et al. Chinese Paradigm in the Transformation of Engineering Education: Explorational Research and Theoretical Formation of “Emerging Engineering Education”[J]. Journal of Science, Technology and Education Studies, 2023, 3(3): 18-35.
叶民，邓勇新，张瑜，等.工程教育范式转型的中国道路：“新工科”建设探索研究与理论形成[J].科教发展研究，2023，3（3）：18-35. DOI：

YE Min, DENG Yongxin, ZHANG Yu, et al. Chinese Paradigm in the Transformation of Engineering Education: Explorational Research and Theoretical Formation of “Emerging Engineering Education”[J]. Journal of Science, Technology and Education Studies, 2023, 3(3): 18-35. DOI：

摘要

“新工科”建设提出6年来，我国是否已经形成了成熟的“新工科”建设逻辑体系，“新工科”建设之“新”究竟新在哪里？工程教育转型中的中国范式是什么？研究使用扎根研究方法，借由对我国“新工科”建设的实践经验进行的探索性案例研究，尝试描摹工程教育转型中的中国范式。研究基于扎根结果得出理论模型构成，并解构了工程业态、教育理念、教育模式、实践道路等主范畴之间的理论关系；提出“新工科”建设之“新”的内涵特征，面向新的工程业态，集中体现为教育理念、教育模式、实践道路之“新”；认为当前我国“新工科”建设仍远未成熟，尚处于发展阶段，“工程业态”还没有“超越高校”开展多主体深入协同研究，“面向新业态的新工科”建设理念在实践中仍未有效实现；提出创建中国话语体系下的、工程文化基础上的工程教育理论，是自然的，也是必然的，未来需要更多研究予以关注。

Abstract

In the six years since the construction of "emerging engineering education" was proposed, have we formed the theoretical system of China’s emerging engineering construction, and where is the "newness" in the emerging engineering education? What is the Chinese paradigm in the transformation of engineering education? This study is a grounded approach to the connotation of the Chinese paradigm in the transformation of engineering education through exploratory case studies of "emerging engineering education". The research conclusions are as follows: First, the theoretical model is obtained based on the grounded results, and the theoretical relations among the main categories such as engineering types of industry, educational concept, educational model and practical path are deconstructed. Second, this research puts forward the connotation characteristics of "newness" in the construction of emerging engineering education, which is mainly reflected in the "newness" of educational concept, educational model and practical path in the face of the new types of industry. Third, this research believes that the current emerging engineering education in China is still far from mature and in the stage of development, "engineering types of industry" have not been fully valued, multi-subject in-depth collaborative research has not been carried out "beyond universities", and the construction concept of "emerging engineering education for new types of industry" has not been effectively realized in practice. Fourth, it is believed that it is natural and inevitable to create engineering education theory under the Chinese discourse system and based on engineering culture, and more research into it is needed in the future.

关键词

“新工科”建设工程教育转型中国范式“新工科”之新

Keywords

Emerging Engineering EducationEngineering Education TransformationChinese Paradigmthe Newness of Emerging Engineering Education

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