【作者】 韩旭；

【导师】 邹晓东； 姚威；

【作者基本信息】 浙江大学 ， 教育经济与管理， 2020， 博士

【摘要】 习近平总书记指出,“当今世界正经历百年未有之大变局,新一轮科技革命和产业变革迅猛发展”。经过几十年的持续投入和不懈努力,我国工程科技领域取得了举世瞩目的成就。然而,我国关键核心技术受制于人的局面还没有得到根本性转变,中国制造业整体落后于欧美日等传统工业强国仍是不争的事实。对发达国家长期的跟随模仿,使得我国工程科技人员整体缺乏“创造性地解决问题”的能力。想要突破发达国家愈发严密的技术封锁,推动国内传统制造业转型升级,需要源源不断地培养高质量工程师提供人力资源支持。在新的历史时期,我国工程人才更应具备创造性地解决重大工程科技难题的能力,对工程人才创造力培养的需求愈发明确而紧迫。为了应对时代进步和科技发展的迫切需求,高等工程教育理应更加重视工科人才的创造力培养。然而,工程创造力培养仍缺乏深入的理论研究和有力的实践探索。具体表现为:第一,工程创造力的内涵仍不清晰;第二,工程创造力的测评仍脱离工程实践;第三,工程创造力的提升机理仍不明确。有关工程创造力研究和实践的匮乏,成为现阶段制约我国工程教育实现高质量发展的瓶颈。针对上述现实问题和理论诉求,本文围绕“面向工科人才的工程创造力及其培养”这一核心话题开展研究,并由此展开三个环环相扣的子研究:第一,界定工程创造力的内涵,并开发相应的测评方法;第二,剖析工程创造力培养的内在机理;第三,提出面向我国工科人才创造力培养的对策建议。为了回应上述研究问题,本文借助文献研究、调研访谈、实验研究、案例分析等研究方法,在详细梳理已有创造力文献的基础上,开展工程创造力内涵及测评研究;进而,基于C-K理论的视角,开展工程创造力培养的机理研究,并主动设计和实施实验,对机理研究的结论加以验证;此外,选取国内外工程创造力培养的典型案例,提炼其实践举措的亮点,反思我国工程创造力培养整体存在的不足,提出相应的对策建议。本文通过开展以上一系列研究,形成如下四项结论:第一,通过深入分析工程活动的特征,本研究指出,工程创造力是在满足特定功能要求和资源约束的条件下,产生多种新颖且有用的工程问题解决方案的能力。其内涵具体分为创造维度(包括流畅性、丰富性、原创性三个子维度)和工程维度(包括可行性、经济性、可靠性三个子维度),并针对六个子维度开发了工程创造力的定量测评方法。第二,基于C-K理论的视角,识别了工程创造力培养中存在的主要障碍,并整理国内外现有的工程创造力培养中的主要方法,提炼不同方法之间的共性要素。最后,揭示工程创造力培养中克服障碍的四条机理(包括摆脱固着效应、促进发散思维、跨越知识壁垒、重构约束思维)。第三,设计并实施“浙江大学工程创造力培养项目”作为实验研究的载体,最终共收集工科学生解决工程问题的有效项目报告167份。实验数据分析结果表明,参加工程创造力培养项目后,学生的工程创造力测评的六个维度(流畅性、丰富性、原创性、可行性、经济性、可靠性)均有统计学意义上的显著提升,从而验证了本文机理研究的结论。第四,选取国内外工程创造力培养的典型案例(包括美国斯坦福大学、加拿大麦克马斯特大学、丹麦奥尔堡大学、中国清华大学),总结提炼其实践举措中的亮点,深入反思我国工程创造力培养整体存在的不足,提出相应的对策建议,具体包括:在培养目标方面,应明确将工程创造力纳入其中;在培养过程方面,应推进基于真实工程项目的学习,培养工科人才的创造力;在评价指标方面,应重点考察学生在项目过程中的表现;在支撑条件方面,应着力建设适应项目教学的新型工科教师队伍。本研究的理论及现实贡献包括:第一,明确了工程创造力的内涵,开发了新的测评方法;第二,基于C-K理论的视角,揭示了工程创造力培养过程的机理,填补了理论研究空白;第三,针对我国工程创造力培养整体存在的不足,提出了一系列针对性的对策建议,为高等工程教育变革提供实践启示。更多还原

【Abstract】 General Secretary Xi Jinping points out that "the world is undergoing an unprecedented change,and a new round of technological revolution and industrial transformation is developing drastically".After decades of continuous investment and unremitting efforts,China has made remarkable achievements in the field of engineering science and technology.However,the situation that a majority of core technologies are still controlled by other countries has not changed.It is still an indisputable fact that China’s manufacturing industry lags behind developed countries,such as Europe,the United States and Japan.The long-term imitation of developed countries makes Chinese engineers lack the ability of "solving problems creatively ".In order to break through the strict technical blockade and promote the upgrading of traditional domestic manufacturing industry,it is necessary to continuously train high-quality engineers.The demand for the cultivation of engineering talents’ creativity is increasingly clear and urgent.In order to meet the urgent need of the development of science and technology,higher engineering education should pay more attention to the cultivation of creativity of engineering talents.However,the cultivation of engineering creativity still lacks in-depth theoretical research and powerful practical exploration.The specific deficiencies are as follows: First,the connotation of engineering creativity is still unclear;Second,the evaluation of engineering creativity is still divorced from reality;Third,the mechanism of engineering creativity cultivation is still unclear.A lack of research and practice on engineering creativity has become a bottleneck restricting the realization of high-quality development of engineering education in China.In view of the above practical problems and theoretical demands,this study focuses on the core topic of "Engineering Creativity and Its Cultivation for Engineering Talents",and then carries out three related substudies: First,define the connotation of engineering creativity and develop corresponding evaluation methods;Second,analyze the mechanism of engineering creativity training process;Third,put forward several measures relating to the cultivation of engineering creativity.In response to the above research questions,this study carries out the connotation and evaluation research of engineering creativity;Then,based on the perspective of C-K theory,this study carries out the mechanism research of engineering creativity;In addition,this study selects typical cases of engineering creativity training at home and abroad,reflects on the deficiencies of engineering creativity training in China,and puts forward corresponding suggestions.In this study,through the above series of research,the following four conclusions are formed:First,through in-depth analysis of the characteristics of engineering activities,this study points out that engineering creativity is the ability to produce a variety of novel and useful engineering problem-solving solutions under the conditions of meeting specific functional requirements and resource constraints.Its connotation is specifically divided into six subdimensions and a quantitative evaluation method of engineering creativity is developed accordingly.Second,based on the perspective of C-K theory,this study identifies the main obstacles in engineering creativity training,sorts out the common methods in engineering creativity training at home and abroad,and extracts the common elements between different methods.As a conclusion,four mechanisms of overcoming obstacles in the process of cultivating engineering creativity are revealed.Third,this study designs and implements "Zhejiang university engineering creativity training project",as the carrier of experimental research,and finally collects 167 effective project reports of students solving engineering problems.The results of experimental data analysis show that six dimensions of students’ engineering creativity are significantly improved after participating in the engineering creativity training project,which verifies the four mechanisms proposed in this study.Fourth,this study selects typical cases of engineering creativity training at home and abroad,summarizes the highlights of these practical measures,deeply reflects on the shortcomings of China’s engineering creativity training as a whole,and puts forward corresponding suggestions.The theoretical and practical contributions of this study include: First,the connotation of engineering creativity is defined and new evaluation methods are developed;Second,the mechanism of engineering creativity cultivation process is revealed based on the perspective of C-K theory and the theoretical research gap is filled;Third,a series of targeted countermeasures and suggestions are put forward for engineering creativity cultivation and provides practical enlightenment for Chinese engineering education reform.更多还原