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学习的环境(Context)是关于理解并学习知识和技能的一整套文化环境。我们认为,产品、过程或者系统的生命周期——构思-设计-实施-操作(以下简称CDIO)即为工程教育的环境,而非内容。教育的背景,我们传授的技能和我们所表达的态度,都表明构思-设计-实施-操作是一个工程师在社会中的职责。这是有效实践的第一准则所反映的中心思想,该准则就是CDIO准则1。本文首先回顾了职业工程实践的环境,指出了社会发展和技术更新带来的不变和变化着的各个方面。然后,我们描述了CDIO的工程教育环境,并突出强调了与CDIO不同但同样可行的其它工程教育环境的模型。在特定环境中进行工程教育的原因是显而易见的,它效法职业实践,有助于学习技能,是应用在工程教育和高等教育中基于环境学习的理论和最好的实践。最后,本文结尾讨论了对于采取适当的环境开展工程教育、更有效地培养工程师的广泛社会需求。突出阐述了中国工程教育的发展,同时也介绍了瑞典和美国对工程教育的需求。
The context of learning is a set of cultural contexts about understanding and learning knowledge and skills. We believe that the life cycle of a product, process, or system-concept-design-implementation-operation (CDIO) is the environment of engineering education rather than content. The background of education, the skills we teach, and the attitudes we express have shown that concept-design-implementation-operation is an engineer’s role in society. This is the central idea reflected in the first guideline for effective practice, which is CDIO Guideline 1. This paper begins with an overview of the environment in which occupational engineering is practiced and points out the unchanging and changing aspects of social development and technological upgrading. We then described the CDIO’s engineering education environment and highlighted a model that is different but equally viable with other engineering education environments. The reason why engineering education is done in a specific environment is obvious. It follows from the vocational practice that it helps to learn skills and is based on the theory and best practice of environmental learning in engineering education and higher education. Finally, at the end of this article, we discuss the wide range of social needs for developing engineering education in a suitable environment and for training engineers more effectively. Highlighting the development of China’s engineering education and introducing the demand of Sweden and the United States for engineering education.