工程教育CDIO模式适应性转换平台的研究
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摘要
工程教育的环境正在和已经发生巨大变化,工程教育的模式正处在从“科学范式”向“工程范式”转换的当口,涌现了以CDIO为代表的一系列新模式。实现工程教育范式转换需要一个集成相关政策的范式转换平台,因此,研究、构建面向中国国情的适应性转换平台具有重要意义和现实紧迫性。
本研究就是在这样的逻辑背景下,借助历史文献法和基于扎根理论的NVivo软件工具,挖掘出转换平台的构成要素和环境支撑要素,成功构造出一个CDIO适应性转换平台,并为该平台运作提出应予把握的策略和政策建议。本文工作与其说是为CDIO模式量身打造的,不如说是为整体工程教育范式建构的,CDIO模式只是选出的引子。如何选择若干影响因子作为工程教育模式转换平台的支撑要素是构筑转换平台的关键。本文首先进行理论研究和探索实践的历史和现实回顾,运用工程问题求解思路寻找要素挖掘和政策调整的方向。
本文从工程教育发生、发展的历史背景,探讨了工程教育从“技术范式”到“科学范式”、从“科学范式”到“工程范式”的两次范式转移或两次革命；尤其是探讨分析当代工程教育转型(第二次工程教育革命)的社会背景与改革实践,认识工程教育发展的现实环境和变革驱动力,揭示工程教育范式转换深刻的历史动因和社会必然性。通过大量的文献分析,阐述了“工程范式”转型过程中的若干模式创新——如整体的工程教育、大E的工程等,介绍了多个极具代表性和影响力的最佳实践；详细讨论了CDIO模式的产生、发展背景和丰富内涵,介绍了CDIO模式在中国的试点实践,展示了CDIO作为当前工程教育“二次革命”中崛起的一种典型创新模式应运而生的理论营养、实践土壤,揭示了CDIO模式丰富的创新内涵与时代价值。在转型的理论准备和实践回顾中,为CDIO范式转换平台研究奠定了基础、明确了方向。
为对CDIO转换平台要素的科学挖掘和平台合理构建,本研究采用国际上社会科学研究比较流行的质性研究方法——扎根理论和建立在其理论基础上的NVivo软件。本研究通过开放编码、主轴编码和选择性编码共三级编码,对能体现工程教育范式转型研究主题的权威性、代表着国际社会主流意见的21篇典型文献(其中英文18份,中文译本3份)进行了深入挖掘；根据研究主题的故事线抽象出的8个选择性编码,进而根据扎根理论,从编码的理论结果中揭示了CDIO转换平台的5大构成要素和3大环境支撑要素。它们分别是重构本科课程计划、工程师资的认可与激励、教育教学方法、学生的评价与激励、大学文化变革,以及国家战略、财政支持、变革的社会共同参与。
结合中国国情,我们对5大要素在平台构成中的地位和作用、主要内容、实现方式与侧重,以及构建过程中的理论准备和具体操作提出了政策性建设意见,并给出了CDIO转换平台的构成框架,其中课程设置是实现转换平台的核心内容,师资政策是实现转换平台的关键与瓶颈,教学方法是课堂教学模式改革的难点,学业评价是激励学生主动参与变革的重点,大学文化环境的变革在平台重构中起到基础和保障作用。
本文阐述了转换平台的政策蕴含,即平台目标的明确性、平台架构的系统性、平台要素的关联性。通过对转换平台的运行与政策环境的梳理分析,揭示了有效运行CDIO转换平台必须把握好的三个应用策略,即：1)变革要选择“先自上,再上下互动”；2)高校要综合判断、自主选择——根据自己的不同定位、不同的行业需求、不同的学科专业特征,可选择选择C、D、I、O不同侧重的模式；3)高校要拿出变革勇气,但结合自身实际把握好变革力度和进度节奏。最后,分别向教育主管部门、大学管理部门提出宏微观政策调整的意见和建议,包括资源分配政策、评价与考核、激励政策、日常管理政策等。
本文工作为工程教育的范式转换提供了新的认知,为成功借鉴CDIO模式的政策设计提供新的方法论运用；由此建构的中国CDIO适应性转换平台对相关教育管理实践提供了可作参考的分析与解题框架,为中国高校有效组织和实施工程教育范式转换,提高中国工程师培养质量提供了理论指导和政策依据。
Great changes is and has taken place in the environment of engineering education, the engineering education mode is changing from "science paradigm" to "engineering paradigm", which has produced a series of new models, represented by CDIO, but the implementation of engineering education paradigm shifts requires an integrated transformation platform, therefore, the study and construction of transformation platform adapting to China's national conditions are of important value and practical urgency.
In such a logical background, this study, with the help of history of literature and the NVivo software tools based on Grounded Theory, dug out transformation platform's composition elements and environmental supporting elements, successfully constructed an adaptive transformation platform, and introduced certain strategies for platform operation and policy recommendations. It is not so much made for CDIO model, as for the overall engineering education paradigm, CDIO model is just an elected primer.
The key to construct transformation platform is how to choose a number of impact factors as supporting elements of transformation platform of engineering education mode. This paper first research on the relevant theory and review the history and reality of exploration practice, then use the idea of roadmap to look for the direction of elements mining and policy adjustment.
Based on the historical background of engineering education occurrence and development, the paper discussed two paradigm transformations(or two revolutions) of engineering education, from "technological paradigm" to "science paradigm", then to "engineering paradigm", especially the policy background and practice of contemporary engineering education trahsformation(the second engineering education revolution), recognized the realities of engineering education development and its revolution driving force, revealed that engineering education paradigm transformation has its deep historical reason and social inevitability. Through the analysis of a great number of literature, several models innovation in the progress of engineering education transformation were set out, such as Holistic engineering education, Engineering education with the big E, etc; a number of the best practices of highly influential and representative were introduced; the generation, development background and rich connotation of CDIO mode were introduced in detail, as well as the CDIO trial practice in China, simultaneously paper shows the theory foundation and the practice soil of CDIO (as a typical innovative mode in the second revolution of the current engineering education)emergence, and reveals the innovative content and times value of CDIO mode. The theory preparation and practice review laid the foundation and pointed out the direction for the study of paradigm transformation platform.
Regard to the elements mining and the construction of platform, the study first introduced internationally popular social science Qualitative Research methods, namely Grounded Theory and the NVivo software based on this theory. Through three coding of open coding, axial coding and selective coding, twenty one typical literature (including18in English and3in Chinese) were dug in-depth, which can reflect the authority of research topic of engineering education transformation, and represent the mainstream opinions of international community, but according to the grounded theory, the result of this coding theory is the five constructive elements and three environmental supporting elements of transformation platform. They are respectively remodeling undergraduate curriculum, recognition of teaching and teachers incentives, teaching methods, students learning evaluation and incentives, university culture change, and national strategy, financial support and social participation.
For the best adaption of transformation platform in China, we put forward the constructive suggestions about five main elements'position and role in the constitution of platform, main contents, implementation approachs and highlights, as well as theory preparation and specific operations in the process of construction, and present the constitutive graphic transformation platform(figure of platform). Curriculum provision is the core content of realizing transformation platform, teachers'policy is the key and bottleneck to achieve transformation platform, teaching methods are the difficulty of classroom teaching reform, learning academic evaluation is the key point to incentive students actively participate in the reform, university culture reform plays fundamental and guaranteed role in the reconstruction of platform.
By the application of transformation platform and the analysis of policy environment, the study suggests that colleges and universities who adapting the transform the platform should first grasp three application strategies, namely (1) reform should choose "the upper first, then the upper and lower interaction";(2) colleges and universities should make comprehensive judgment, and make choices independently, that's to choose C,D,I,O different focus modes according to their different position, different industry demandes, characteristics of different subjects;(3) colleges and universities should possess courage to reform, but it need to combine their reality to grasp the dynamic and pace of reform.
Finally, the study combed and analyzed the policy environment faced by colleges and universities, proposed the macro policies and micro policies adjustments suggestions respectively to the education authorities and university administration departments about the supporting policies for colleges and universities to better using transform platform, including resource allocation policy, evaluation and assessment, incentive policies, daily management, etc.
The paper works for providing a new cognition about engineering education, providing a new methodology used for the policy design to successfully learn CDIO mode; thus the transformation platform constructed with Chinese-style adaptation provides reference framework of analysis and problem solving to the related education management practice, provides the theoretical guidance and action guide for colleges and universities in China to effectively organize and implement engineering education paradigm transformation, and to improve the quality of Chinese engineering education.
本研究就是在这样的逻辑背景下,借助历史文献法和基于扎根理论的NVivo软件工具,挖掘出转换平台的构成要素和环境支撑要素,成功构造出一个CDIO适应性转换平台,并为该平台运作提出应予把握的策略和政策建议。本文工作与其说是为CDIO模式量身打造的,不如说是为整体工程教育范式建构的,CDIO模式只是选出的引子。如何选择若干影响因子作为工程教育模式转换平台的支撑要素是构筑转换平台的关键。本文首先进行理论研究和探索实践的历史和现实回顾,运用工程问题求解思路寻找要素挖掘和政策调整的方向。
本文从工程教育发生、发展的历史背景,探讨了工程教育从“技术范式”到“科学范式”、从“科学范式”到“工程范式”的两次范式转移或两次革命；尤其是探讨分析当代工程教育转型(第二次工程教育革命)的社会背景与改革实践,认识工程教育发展的现实环境和变革驱动力,揭示工程教育范式转换深刻的历史动因和社会必然性。通过大量的文献分析,阐述了“工程范式”转型过程中的若干模式创新——如整体的工程教育、大E的工程等,介绍了多个极具代表性和影响力的最佳实践；详细讨论了CDIO模式的产生、发展背景和丰富内涵,介绍了CDIO模式在中国的试点实践,展示了CDIO作为当前工程教育“二次革命”中崛起的一种典型创新模式应运而生的理论营养、实践土壤,揭示了CDIO模式丰富的创新内涵与时代价值。在转型的理论准备和实践回顾中,为CDIO范式转换平台研究奠定了基础、明确了方向。
为对CDIO转换平台要素的科学挖掘和平台合理构建,本研究采用国际上社会科学研究比较流行的质性研究方法——扎根理论和建立在其理论基础上的NVivo软件。本研究通过开放编码、主轴编码和选择性编码共三级编码,对能体现工程教育范式转型研究主题的权威性、代表着国际社会主流意见的21篇典型文献(其中英文18份,中文译本3份)进行了深入挖掘；根据研究主题的故事线抽象出的8个选择性编码,进而根据扎根理论,从编码的理论结果中揭示了CDIO转换平台的5大构成要素和3大环境支撑要素。它们分别是重构本科课程计划、工程师资的认可与激励、教育教学方法、学生的评价与激励、大学文化变革,以及国家战略、财政支持、变革的社会共同参与。
结合中国国情,我们对5大要素在平台构成中的地位和作用、主要内容、实现方式与侧重,以及构建过程中的理论准备和具体操作提出了政策性建设意见,并给出了CDIO转换平台的构成框架,其中课程设置是实现转换平台的核心内容,师资政策是实现转换平台的关键与瓶颈,教学方法是课堂教学模式改革的难点,学业评价是激励学生主动参与变革的重点,大学文化环境的变革在平台重构中起到基础和保障作用。
本文阐述了转换平台的政策蕴含,即平台目标的明确性、平台架构的系统性、平台要素的关联性。通过对转换平台的运行与政策环境的梳理分析,揭示了有效运行CDIO转换平台必须把握好的三个应用策略,即：1)变革要选择“先自上,再上下互动”；2)高校要综合判断、自主选择——根据自己的不同定位、不同的行业需求、不同的学科专业特征,可选择选择C、D、I、O不同侧重的模式；3)高校要拿出变革勇气,但结合自身实际把握好变革力度和进度节奏。最后,分别向教育主管部门、大学管理部门提出宏微观政策调整的意见和建议,包括资源分配政策、评价与考核、激励政策、日常管理政策等。
本文工作为工程教育的范式转换提供了新的认知,为成功借鉴CDIO模式的政策设计提供新的方法论运用；由此建构的中国CDIO适应性转换平台对相关教育管理实践提供了可作参考的分析与解题框架,为中国高校有效组织和实施工程教育范式转换,提高中国工程师培养质量提供了理论指导和政策依据。
Great changes is and has taken place in the environment of engineering education, the engineering education mode is changing from "science paradigm" to "engineering paradigm", which has produced a series of new models, represented by CDIO, but the implementation of engineering education paradigm shifts requires an integrated transformation platform, therefore, the study and construction of transformation platform adapting to China's national conditions are of important value and practical urgency.
In such a logical background, this study, with the help of history of literature and the NVivo software tools based on Grounded Theory, dug out transformation platform's composition elements and environmental supporting elements, successfully constructed an adaptive transformation platform, and introduced certain strategies for platform operation and policy recommendations. It is not so much made for CDIO model, as for the overall engineering education paradigm, CDIO model is just an elected primer.
The key to construct transformation platform is how to choose a number of impact factors as supporting elements of transformation platform of engineering education mode. This paper first research on the relevant theory and review the history and reality of exploration practice, then use the idea of roadmap to look for the direction of elements mining and policy adjustment.
Based on the historical background of engineering education occurrence and development, the paper discussed two paradigm transformations(or two revolutions) of engineering education, from "technological paradigm" to "science paradigm", then to "engineering paradigm", especially the policy background and practice of contemporary engineering education trahsformation(the second engineering education revolution), recognized the realities of engineering education development and its revolution driving force, revealed that engineering education paradigm transformation has its deep historical reason and social inevitability. Through the analysis of a great number of literature, several models innovation in the progress of engineering education transformation were set out, such as Holistic engineering education, Engineering education with the big E, etc; a number of the best practices of highly influential and representative were introduced; the generation, development background and rich connotation of CDIO mode were introduced in detail, as well as the CDIO trial practice in China, simultaneously paper shows the theory foundation and the practice soil of CDIO (as a typical innovative mode in the second revolution of the current engineering education)emergence, and reveals the innovative content and times value of CDIO mode. The theory preparation and practice review laid the foundation and pointed out the direction for the study of paradigm transformation platform.
Regard to the elements mining and the construction of platform, the study first introduced internationally popular social science Qualitative Research methods, namely Grounded Theory and the NVivo software based on this theory. Through three coding of open coding, axial coding and selective coding, twenty one typical literature (including18in English and3in Chinese) were dug in-depth, which can reflect the authority of research topic of engineering education transformation, and represent the mainstream opinions of international community, but according to the grounded theory, the result of this coding theory is the five constructive elements and three environmental supporting elements of transformation platform. They are respectively remodeling undergraduate curriculum, recognition of teaching and teachers incentives, teaching methods, students learning evaluation and incentives, university culture change, and national strategy, financial support and social participation.
For the best adaption of transformation platform in China, we put forward the constructive suggestions about five main elements'position and role in the constitution of platform, main contents, implementation approachs and highlights, as well as theory preparation and specific operations in the process of construction, and present the constitutive graphic transformation platform(figure of platform). Curriculum provision is the core content of realizing transformation platform, teachers'policy is the key and bottleneck to achieve transformation platform, teaching methods are the difficulty of classroom teaching reform, learning academic evaluation is the key point to incentive students actively participate in the reform, university culture reform plays fundamental and guaranteed role in the reconstruction of platform.
By the application of transformation platform and the analysis of policy environment, the study suggests that colleges and universities who adapting the transform the platform should first grasp three application strategies, namely (1) reform should choose "the upper first, then the upper and lower interaction";(2) colleges and universities should make comprehensive judgment, and make choices independently, that's to choose C,D,I,O different focus modes according to their different position, different industry demandes, characteristics of different subjects;(3) colleges and universities should possess courage to reform, but it need to combine their reality to grasp the dynamic and pace of reform.
Finally, the study combed and analyzed the policy environment faced by colleges and universities, proposed the macro policies and micro policies adjustments suggestions respectively to the education authorities and university administration departments about the supporting policies for colleges and universities to better using transform platform, including resource allocation policy, evaluation and assessment, incentive policies, daily management, etc.
The paper works for providing a new cognition about engineering education, providing a new methodology used for the policy design to successfully learn CDIO mode; thus the transformation platform constructed with Chinese-style adaptation provides reference framework of analysis and problem solving to the related education management practice, provides the theoretical guidance and action guide for colleges and universities in China to effectively organize and implement engineering education paradigm transformation, and to improve the quality of Chinese engineering education.
引文
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