美国大学工程顶点课程的设计及启示——基于美国工程教育协会2005年调查的分析

Engineering Capstone Course Design of American Universities——Based on the Analysis of the ASEE 2005 Survey

2005年美国工程教育协会的调查结果表明,美国大学根据学生的知、情、意、行四方面设计工程顶点课程,它不仅整合了学生过去学习的知识,还让学生把先前所学知识和技能应用于实践中,帮助学生理解理论和实践的相关性。围绕课程与项目的结合,美国大学工程顶点设计课程形成了自己独特的教学模式、教学方法、教学组织、教学评价目标和手段。美国大学工程顶点设计课程的成功离不开教师、资金、项目、设计流程的保障。美国大学工程顶点课程的设计经验对我国培养高质量工程人才具有重要的借鉴意义。

The survey results of American Society for Engineering Education in 2005 show that the American universities design their engineering capstone courses according to the following four aspects: students knowledge, feelings, intentions and practice, which not only integrate the knowledge of students learned from the past, but also make students put the previous knowledge and skills into practice. It helps students to understand the correlation between theories and practices. Engineering capstone course design of American universities formed their own unique mode of teaching, teaching methods, teaching organizations, teaching evaluation objectives, and means around the combination of courses and programs. The success of American universities' engineering capstone course design is inseparable from the guarantee of teachers, funding, projects and design process. These experiences give important implications to our engineering capstone course design.