摘要
从工程哲学角度来看,工程是一项充满不确定性和偶然性的社会实践,这种特性为在工程教育中实施探究式教学模式开辟了广阔空间。同时,作为工程教育改革最新成果之一的CDIO不排斥探究式教学,相反,探究式教学模式吻合CDIO的"一体化"培养理念,符合CDIO标准8的要求,且内在地嵌入在了"CDIO大纲"之中。汕头大学的探究式教学改革实践,在充分利用《CDIO大纲》优势以及CDIO思想内涵的基础上,构建了基于项目的多层级探究式教学,形成了OBE教育模式的雏形。这些探索丰富了探究式教学模式,为破解工程教育中存在一些难题提供了借鉴。
In the view of engineering philosophy, engineering is a complex social practice. Its uncertainty and contingency gives rise to a broad scope for application of the Inquired Based Teaching Mode. In fact, CDIO and the Inquiry Teaching Mode are complementary mutually rather than exclusive. Specifically, Inquiry Teaching Mode is consistent with the CDIO ＂integration＂ training philosophy. It meets the requirements of CDIO standard8 and is inherently embedded in the CDIO syllabus. Taking full advantage of the merits and core idea of CDIO syllabus, the Inquiry Teaching Mode reform of Shantou University builds a multi-level Inquiry Teaching Mode based on engineering project and forms a prototype of OBE Model. These explorations provide references for solving some existed problems in engi neering education.
出处
《高等工程教育研究》
CSSCI
北大核心
2014年第1期163-168,共6页
Research in Higher Education of Engineering
基金
教育部人文社科“工程科技人才培养研究”专项课题“工程科学教育中基于学习科学的探究式教育研究”(10JDGC005)资助
