摘要
“工科不工”是工程教育发展过程中出现的结构性矛盾,反映了社会对工程教育及其人才培养质量的广泛担忧。基于工程本体论视角,从人才培养与知识形态两个维度界定了“工科不工”的具体内涵与表现形式,并指出“工科不工”出现的根源性因素,即工程教育规模与质量的不均衡发展、工程教育产教融合深度不够、工程科研资助体系的科学化导向、社会公众对工程及工程教育存在认知偏差等。遵循教育科技人才体制机制一体改革逻辑,提出扭转“工科不工”的若干改革策略与建议,以期系统性纾解“工科不工”问题,促进工程教育高质量发展。
The phenomenon of"Engineering Education Deviated from Engineering"reflects a structural paradox emerging in the de-velopment of engineering education,highlightingwidespread concerns in society about the quality of engineering talent cultivation.From an engineering ontological perspective,this study defines the conceptual dimensions and manifestations of this deviation through two an-alytical lenses-talent development paradigms and knowledge structure evolution.It further identifies root causes,including:imbalance between the rapid expansion of engineering education scale and stagnant quality enhancement;Superficial industry-education collabo-ration mechanisms;Scientific research dominance in national funding policies,marginalizing applied engineering innovation;Public misconceptions about engineering professionalism and educational objectives.Aligning with the tripartite reform logic integrating educa-tion,technology,and talent systems,this research proposes actionable strategies to recalibrate engineering education toward its funda-mental mission.Recommendations emphasize systemic interventions to resolve the"deviation"dilemma and advance high-quality,in-dustry-anchored engineering education.
作者
王良
林永春
张炜
WANG Liang;LIN Yong-chun;ZHANG Wei(Dalian University of Technology,Dalian 116081,China;Zhejiang University,Hangzhou 310058,China)
出处
《黑龙江高教研究》
北大核心
2025年第9期33-38,共6页
Heilongjiang Higher Education Research
基金
辽宁省社会科学规划基金青年项目“统筹推进教育科技人才体制机制一体改革的辽宁路径研究”(编号:L24CGL014)。
关键词
工程本体论
“工科不工”
工程教育
问题根源
改革策略
Engineering Ontology
“engineering education deviated engineering"
engineering education
root causes
reform strategies
