THE FUTURE OF ENGINEERING EDUCATION II. TEACHING METHODS THAT WORK
THE FUTURE OF ENGINEERING EDUCATION II. TEACHING METHODS THAT WORK
复制标题
工程教育的未来 II。
DOI：
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发表时间：
2000
期刊：
影响因子：
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通讯作者：
Armando Rugarcia
中科院分区：
文献类型：
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作者：
R. Felder;D. R. Woods;J. Stice;Armando Rugarcia
近年来，工程教育中的缺陷已被详尽地列举出来。无数专家小组和一流委员会以及美国的工程和技术鉴定委员会告诉工程学院和教授，我们必须加强基础知识的覆盖面;教授更多关于“现实世界”的工程设计和操作，包括质量管理;涵盖更多工程前沿领域的材料;提供更多和更好的口头和书面沟通技巧和团队合作技能的指导;提供批判性和创造性思维技能和解决问题方法的培训;培养熟悉工程道德以及技术与社会之间联系的毕业生;并减少工程课程的学时数，使普通学生能在四年内完成。
Deficiencies in engineering education have been exhaustively enumerated in recent years. Engineering schools and professors have been told by countless panels and blue-ribbon commissions and, in the United States, by the Accreditation Board for Engineering and Technology that we must strengthen our coverage of fundamentals; teach more about “real-world” engineering design and operations, including quality management; cover more material in frontier areas of engineering; offer more and better instruction in both oral and written communication skills and teamwork skills; provide training in critical and creative thinking skills and problem-solving methods; produce graduates who are conversant with engineering ethics and the connections between technology and society; and reduce the number of hours in the engineering curriculum so that the average student can complete it in four years.