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Development of creativity education and evaluation methods

创造力教育和评估方法的发展

基本信息

批准号：
10044157
负责人：
OHNAKA Itsuo
金额：
$ 4.35万
依托单位：
Osaka University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
1998
资助国家：
日本
起止时间：
1998 至 2000
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-10044157/
关键词：
engineering education globalization creativity Project-based Learning assessment

项目摘要

1. Survey of educational programs of engineering including education of creativity and international working ability and their evaluation methods in U.S.A. and Europe carried out through visiting, interviews and literature survey revealed that Japan lags behind U.S.A. and Europe in terms of education of creative engineers who can work internationally, and evaluation of education including accreditation or quality assurance of education.2. An international Project-based Learning (PBL) was tried, where international teams consisting of students of U.S.A., Sweden and Japanese Universities have worked together with industry people and developed prototypes using e-mail and fax. It was found that this kind of PBL is very effective to enhance the learning incentive of students, communication ability with English, creativity and international working ability.3. International workshop on " Education of Creativity and International working Ability in Engineering " was held from November 23 to 24, 1998 at Osaka University and 6 papers from U.S.A., 2 from Norway, 2 from Sweden and 8 from Japan were presented. It was a very good opportunity to exchange information on such education and evaluation.4. Other new education and evaluation methods were surveyed and contributed to establish the accreditation system of engineering education in Japan.

1.通过访问、访谈和文献调查，对欧美的创造力教育和国际工作能力教育等工程教育项目及其评价方法进行了调查，结果显示，在培养能够在国际上工作的创造性工程师方面，在教育评价方面，包括教育认证或教育质量保证方面，日本落后于欧美。尝试了一种国际性的基于项目的学习（PBL），由美国学生组成的国际团队，瑞典和日本的大学与工业界人士合作，利用电子邮件和传真开发了原型。研究发现，这种PBL教学模式对提高学生的学习积极性、英语交流能力、创新能力和国际化工作能力非常有效. 1998年11月23日至24日在大坂大学举行了“工程学中的创造力和国际工作能力的教育“国际研讨会，挪威2例，瑞典2例，日本8例。这是一个很好的机会来交流关于这种教育和评价的信息。对其他新的教育和评估方法进行了调查，并为日本工程教育认证体系的建立做出了贡献。