【摘要】：當(dāng)前我國正處于社會主義建設(shè)的關(guān)鍵時期,加快轉(zhuǎn)變經(jīng)濟(jì)發(fā)展方式,調(diào)整經(jīng)濟(jì)結(jié)構(gòu),大力建設(shè)創(chuàng)新型國家,改變我國以往“制造大國”的稱號,因此工業(yè)產(chǎn)業(yè)界面臨著根本的變革,對人才的要求不再是“制造者”而是“創(chuàng)造者”,企業(yè)需要的是能夠從事工程設(shè)計(jì)與開發(fā)的創(chuàng)新人才,這些要求都給我國的高等工程教育賦予了新的使命,工程教育改革勢在必行,保障工程教育質(zhì)量,構(gòu)建工程教育質(zhì)量保障體系,特別是發(fā)揮高校自我管理的內(nèi)部質(zhì)量保障體系是培養(yǎng)高素質(zhì)工程技術(shù)人才的重要手段。為此,本文對我國高等工程教育內(nèi)部質(zhì)量保障體系進(jìn)行系統(tǒng)分析,試圖通過文獻(xiàn)研究和國際比較的方法探討我國高等工程教育內(nèi)部質(zhì)量保障體系的現(xiàn)狀與問題,并借鑒國外高校的先進(jìn)經(jīng)驗(yàn)對我國構(gòu)建高等工程教育內(nèi)部質(zhì)量保障體系以啟示。首先從構(gòu)建我國高等工程教育內(nèi)部質(zhì)量保障體系的理論基礎(chǔ)入手,分析了系統(tǒng)論、全面質(zhì)量管理理論和PDCA循環(huán)理論,構(gòu)建高校內(nèi)部質(zhì)量保障體系要以系統(tǒng)論的視角,以全面質(zhì)量管理理論的思想為指導(dǎo),遵循PDCA循環(huán)的科學(xué)工作程序;在此基礎(chǔ)上回顧了我國高等工程教育的發(fā)展歷程,分析當(dāng)前內(nèi)部質(zhì)量保障體系的現(xiàn)狀及存在的問題,并找出存在問題的原因;接著從特征、功能、要素、結(jié)構(gòu)和動力機(jī)制等方面對高等工程教育內(nèi)部質(zhì)量保障體系進(jìn)行系統(tǒng)分析,特征主要包括系統(tǒng)性、整體性、周期性、目的性和適應(yīng)性,功能主要有滲透質(zhì)量文化、診斷與調(diào)控、激勵與約束幾方面,要素主要包含主體要素和客體要素,這是高校內(nèi)部質(zhì)量保障體系的重要組成部分,對其結(jié)構(gòu)進(jìn)行分析可以看出整個質(zhì)量保障體系是如何運(yùn)行的,包括目標(biāo)系統(tǒng)、組織系統(tǒng)、評估和監(jiān)控系統(tǒng)、信息收集和反饋系統(tǒng)、支持系統(tǒng),動力機(jī)制包括激勵與約束機(jī)制、競爭機(jī)制、內(nèi)部管理機(jī)制和質(zhì)量保障長效機(jī)制;通過對比發(fā)達(dá)國家美國、德國和英國工程教育的發(fā)展以及其建設(shè)工程教育內(nèi)部質(zhì)量保障體系的先進(jìn)經(jīng)驗(yàn),可以看出幾個國家在內(nèi)部質(zhì)量保障的建設(shè)方面存在著一些相同點(diǎn),如在質(zhì)量目標(biāo)的制定、組織機(jī)構(gòu)和質(zhì)量文化的建設(shè)方面都有相似之處。最后,通過以上分析提出構(gòu)建我國高等工程教育內(nèi)部質(zhì)量保障體系的幾點(diǎn)建議,以期可以推動我國高等工程教育的改革,提高工程教育質(zhì)量。
[Abstract]:At present, our country is in a crucial period of socialist construction. We are speeding up the transformation of the mode of economic development, readjusting the economic structure, making great efforts to build an innovative country, and changing the title of "manufacturing power" in the past. Therefore, the industrial industry is faced with fundamental changes. The demand for talents is no longer "maker" but "creator". What enterprises need is innovative talents who can be engaged in engineering design and development. All these requirements have given China's higher engineering education a new mission. It is imperative to reform engineering education, to guarantee the quality of engineering education and to construct a quality assurance system of engineering education. Especially, the internal quality guarantee system of self-management is an important means to cultivate high-quality engineering talents. Therefore, this paper makes a systematic analysis of the internal quality assurance system of higher engineering education in China, and attempts to discuss the present situation and problems of the internal quality assurance system of higher engineering education in China by means of literature research and international comparison. Learning from the advanced experience of foreign colleges and universities, we can construct the internal quality assurance system of higher engineering education in China. Starting from the theoretical basis of constructing the internal quality assurance system of higher engineering education in China, this paper analyzes the system theory, total quality management theory and PDCA cycle theory, and constructs the internal quality assurance system in colleges and universities from the perspective of system theory. Guided by the theory of total quality management and following the scientific working procedure of PDCA cycle, this paper reviews the development course of higher engineering education in China, analyzes the present situation and existing problems of internal quality assurance system. Then it systematically analyzes the internal quality assurance system of higher engineering education from the aspects of characteristics, functions, elements, structures and dynamic mechanisms, which mainly include systematic, holistic, periodic, and so on. The purpose and adaptability, the functions of which mainly include infiltrating quality culture, diagnosis and regulation, encouragement and restriction. The main elements include main elements and object elements, which is an important part of the internal quality assurance system in colleges and universities. By analyzing its structure, we can see how the whole quality assurance system works, including target system, organization system, evaluation and monitoring system, information collection and feedback system, support system, dynamic mechanism including incentive and constraint mechanism. Competitive mechanism, internal management mechanism and long-term quality assurance mechanism; by comparing the development of engineering education in developed countries, the United States, Germany and Britain, and their advanced experience in building internal quality assurance system in engineering education, It can be seen that there are some similarities in the construction of internal quality assurance in several countries, such as the establishment of quality objectives, the construction of organization and quality culture. Finally, some suggestions on the construction of internal quality assurance system of higher engineering education in China are put forward through the above analysis, in order to promote the reform of higher engineering education in China and to improve the quality of engineering education.
【學(xué)位授予單位】：天津大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：TB-4;G647

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