【摘要】 文章作为工程教育改革文献研究史的第三篇，回顾了跨进新世纪的工程教育改革与发展。在20世纪末，工程教育的“科学范式”开启向“工程范式”的回归，工程教育改革进入转型的新阶段。从整个世界范围看，中国、欧美国家和澳大利亚等国以及联合国教科文组织等国际组织都开展了大量工程教育改革研究，许多文章与报告强调工程教育转型的重要性和必要性，为工程实践背景与性质变化下的工程教育与未来创新型工程师培养，探索了若干工程教育转型新举措。尤其是美国将STEM教育作为21世纪的重大国策予以推进，激励多国亦把STEM作为优先改革议题，连同CDIO、体验式教学、计算赋能等主题，在新世纪开始书写工程教育转型变革的新篇章。更多还原

【Abstract】 As the third part of the research into history of engineering education reform,this paper reviews the reform and development of engineering education in the new century.At the end of the 20th century,the "scientific paradigm" of engineering education started to return to the "engineering paradigm",and the reform of engineering education entered a new stage of transformation.From a global perspective,China,European countries,America,Australia and other countries,as well as UNESCO and other international organizations carried out a large number of engineering education reform studies,and many articles and reports emphasized the importance and necessity of the transformation of engineering education,and explored a number of new initiatives for the transformation of engineering education under the background and changing nature in the engineering practice and the cultivation of innovative engineers in the future.In particular,the United States promoted STEM education as a major national policy in the 21st century,which inspired many countries to take STEM as a priority reform issue,and together with the themes of CDIO,experiential teaching,and computational empowerment,they started to write a new chapter on the transformation and change of engineering education in the new century.更多还原