【摘要】：隨著我國中入《華盛頓協(xié)議》,我們工程教育認證對工程教育質(zhì)量保證的實際有效性引起了人們的關(guān)注。囿于諸多因素的制約,專業(yè)認證在促進專業(yè)建設(shè)和改進方面的效果尚不明顯,甚至出現(xiàn)了"要求的高標準——實際的低水平——結(jié)果的高通過率"的尷尬局面。高校及其專業(yè)如何順勢而為,把認證與專業(yè)建設(shè)和改進有機結(jié)合,從而達到保證教育質(zhì)量的目的?通過對美國伍斯特理工學院應對ABET的三次認證歷程的考察發(fā)現(xiàn):堅持規(guī)劃在本科教育中的統(tǒng)領(lǐng)作用,將工程教育認證標準貫穿于專業(yè)教育的全過程,注重項目驅(qū)動的課程體系建設(shè),充分利用外部評估的數(shù)據(jù)為專業(yè)建設(shè)所用,等等,是伍斯特帶給我們的啟示。
[Abstract]:With China's entry into the Washington Agreement, the effectiveness of engineering education certification in engineering education quality assurance has attracted people's attention. Due to the restriction of many factors, the effect of professional certification in promoting professional construction and improvement is not obvious, and even there is an awkward situation of "demanding high standard-actual low level-high pass rate of result". How can colleges and their specialties adapt to the trend and combine certification with professional construction and improvement so as to ensure the quality of education? Through the investigation of the three certification processes of ABET in Wooster Institute of Technology, it is found that: insist on the leading role of planning in undergraduate education, and run through the whole process of professional education with the certification standard of engineering education. It is the inspiration of Worcester to pay attention to the construction of project-driven curriculum system and make full use of external evaluation data for professional construction.
【作者單位】： 上海交通大學高等教育研究院;陜西師范大學高等教育研究與評估中心;
【分類號】：TB-4;G649.712

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