中国高等工程教育的发展之路：1977—2012年（上）

纪阳; 郭沛; 郜晖; 赵国安

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中国高等工程教育的发展之路：1977—2012年（上）

工程教育学专栏 | 更新时间：2024-11-25

- 中国高等工程教育的发展之路：1977—2012年（上）
- The Development Path of Higher Engineering Education in China: 1977–2012 (Part 1)
- 科教发展研究 2024年4卷第3期页码：56-87
- 作者机构：
  
  1.北京邮电大学信息与通信工程学院
  2.北京邮电大学网络教育学院
  3.北京邮电大学马克思主义学院
- 作者简介：
  
  纪阳，北京邮电大学信息与通信工程学院教授；研究领域为移动互联网业务与应用、移动通信网络技术、移动智能终端技术和业务平台技术等。
  郭沛，北京邮电大学网络教育学院教育技术研究所研究生；研究领域为工程教育、问题式教学。
  郜晖，北京邮电大学马克思主义学院讲师；研究领域为思政教育、教育数字化。
  赵国安，北京邮电大学网络教育学院教育技术研究所高级工程师；研究领域为课程思政、教育技术、人工智能。
- 基金信息：
- DOI：
  中图分类号：
- 纸质出版日期：2024-09-30，
- 稿件说明：
移动端阅览
纪阳，郭沛，郜晖，等.中国高等工程教育的发展之路：1977—2012年（上）[J].科教发展研究，2024，4（3）：56-87.

JI Yang, GUO Pei, GAO Hui, et al. The Development Path of Higher Engineering Education in China: 1977–2012 (Part 1)[J]. Journal of Science, Technology and Education Studies, 2024, 4(3): 56-87.
纪阳，郭沛，郜晖，等.中国高等工程教育的发展之路：1977—2012年（上）[J].科教发展研究，2024，4（3）：56-87. DOI：

JI Yang, GUO Pei, GAO Hui, et al. The Development Path of Higher Engineering Education in China: 1977–2012 (Part 1)[J]. Journal of Science, Technology and Education Studies, 2024, 4(3): 56-87. DOI：

摘要

党的十一届三中全会后，中国进入了改革开放和社会主义现代化建设的历史新时期。我国高等教育开始整顿、恢复和发展。文章从国家高等教育相关政策分析切入，依次回顾了我国1977年至2012年间的高等工程教育发展历程，围绕产业需求和政策导向，着重阐述了我国在工科人才培养工作中的专业规模、层次结构及其变化，高校在工科专业、学科的发展与科研工作之间的关系，也关注了典型高校的实践等。文章分为上下篇，上篇时间范围从1977年至1997年，以1985年为界将之分为中国高等工程教育的恢复期（1977—1984）与改革发展期（1985—1997）。在恢复期，工科人才培养的专业结构和层次、规格、学制等得到初步调整，工科院校数量和工科学生人数显著增加，科类结构逐步优化，重工业与新兴工科专业的比例调整明显，为后续培养体系建设奠定了基础；在改革发展期，国家进一步深化了高等工程教育的改革，开展了大规模的专业调整与专业学位建设，以适应经济社会发展的新需求，教学与科研的结合更为紧密，并实施了工程教育专业评估和认证工作。改革、调整与发展成为这一时期的主旋律，为我国高等工程教育在新世纪的跨越式发展奠定了坚实基础。下篇的时间范围从1998年至2012年，是中国高等工程教育的跨越发展期。在这一时期，我国全面推进高等教育管理体制改革，专业结构趋向合理，教师队伍规模相对稳定；开展了工程教育专业认证工作，并逐步推进实施卓越工程师计划，高等工程教育的规模迅速扩大，奠定了大国工程教育基础。整体来看，通过一系列政策与措施的实施，我国工科人才培养体系逐步完善，工科教育质量显著提升，为国家的工业化、现代化进程提供了强有力的人才支撑。

Abstract

After 1978

we began to rectify

restore and develop China’s higher education in pursuit of survival and growth. After the Third Plenary Session of the 11th CPC Central Committee

China entered a new historical period of reform and opening up and socialist modernization. This paper is a review of the development of higher engineering education in China from 1977 to 2012

focusing on the size

structure and changes in the training of engineering talents in China following industry demand and policy guidance

the relationship between the development of engineering majors and disciplines and research in universities

and the practice of typical universities. The first part from 1977 to 1997

is divided into the recovery period (1977–1984) and reform and development period (1985–1997) of China’s higher engineering education. During the recovery period

the specialty structure

level

specifications

and length of programs of engineering talent cultivation underwent preliminary adjustments

and the number of engineering colleges and engineering majors increased significantly. The structure of disciplinary categories was gradually optimized

with notable adjustments in the proportion of heavy industry and emerging engineering majors

laying a foundation for the subsequent construction of the cultivation system. During the reform and development period

the government further reformed the higher engineering education

with large-scale program adjustments and professional degree construction to meet the new demand of economic and social development. The integration of teaching and research became more intimate

and professional assessment and accreditation in engineering education were implemented. Reform

adjustment

and development became the main themes of this period

laying a solid foundation for the leapfrog development of China’s higher engineering education in the new century. The next part covers the period from 1998 to 2012

which is the leap-forward development period of China’s higher engineering education. The reform of higher education administrative system was comprehensively promoted

the professional certification of engineering education was carried out

and the Excellent Engineer Program was implemented. The scale of higher engineering education was rapidly expanded

the specialty structure tended to be reasonable

and the size of teaching teams was relatively stable. Overall

through the implementation of a series of policies and measures

China’s engineering talent cultivation system has improved

and the quality of engineering education significantly enhanced

providing a strong talent support for the country’s industrialization and modernization.

关键词

中国高等工程教育工程教育史专业结构调整工科人才培养

Keywords

Chinese Higher Engineering EducationHistory of Engineering EducationSpeciality Structure AdjustmentCultivation of Engineering Talent

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