本文關(guān)鍵詞： 工程學(xué)科 中體西用 學(xué)術(shù)分途　出處：《高等工程教育研究》2017年06期 　論文類型：期刊論文

【摘要】：中國(guó)近代工程教育體系構(gòu)建中,處理工程學(xué)科與其他學(xué)科關(guān)系先后存在兩種范式:人文統(tǒng)合范式與科學(xué)分立范式。兩種范式都將工程技術(shù)知識(shí)體系歸于"用"或"術(shù)",對(duì)工程技術(shù)知識(shí)體系與整個(gè)知識(shí)系統(tǒng)關(guān)系的認(rèn)識(shí)存有分歧,表現(xiàn)為工程教育理念、制度、課程設(shè)置等層面差異。統(tǒng)合范式接續(xù)傳統(tǒng)工程知識(shí)觀,以經(jīng)史之學(xué)統(tǒng)攝工程,保障了工程知識(shí)與整個(gè)知識(shí)體系的統(tǒng)一,邏輯上具有自洽性,踐行中面臨制度與文化雙重困境。分立范式迎合社會(huì)需求,短期內(nèi)促進(jìn)了工程教育發(fā)展,但與工程綜合性特點(diǎn)之間具有不可避免的張力。
[Abstract]:In the construction of engineering education system in modern China, There are two paradigms in dealing with the relationship between engineering discipline and other disciplines: humanistic integration paradigm and scientific discrete paradigm, both of which attribute engineering knowledge system to "use" or "skill", and to engineering technology knowledge system and integration. There are differences in the understanding of the relationship between the two knowledge systems, The integration paradigm follows the traditional view of engineering knowledge and dominates engineering through history, which ensures the unity of engineering knowledge and the whole knowledge system. The discrete paradigm caters to the needs of the society and promotes the development of engineering education in the short term, but there is an inevitable tension between it and the comprehensive characteristics of engineering.
【作者單位】： 北京航空航天大學(xué)高等教育研究所;
【分類號(hào)】：G649.29;TB-4
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本文編號(hào)：1508793