CDIO工程教育改革实践模式与“中国制造2025”的关联性
Relevance of CDIO Engineering Education Reform Practice Mode to “Made in China 2025”

DOI: 10.12677/AE.2022.125269, PP. 1741-1747

Keywords: CDIO，CDIO大纲和标准，工程教育，教学改革
CDIO, CDIO Syllabus and Standards, Engineering Education, Teaching Reform

Full-Text   Cite this paper   Add to My Lib

Abstract:

简要介绍近年来蓬勃发展的全球领先的CDIO (Conceive-Design-Implement-Operate, CDIO)工程教育改革与实践模式，简要介绍“中国制造2025”相关知识，以及物联网、云计算、大数据、人工智能、机器人等关键元素。在此基础上，基于“中国制造2025”作为驱动工程教育变革重要因素的视角，分析和讨论CDIO工程教育改革实践模式在“中国制造2025”背景下的继续适用性，并对CDIO与“中国制造2025”的关联性、适应于“中国制造2025”所需要的工科学生知识结构和综合素养及培养质量，以及发展实施CDIO所需要修正和完善的具体措施等做出分析。
This paper briefly introduces the CDIO (Conceive-Design-Implement-Operate) engineering education reform and practice mode that has developed rapidly in recent years. Meanwhile, this paper briefly introduces the knowledge of “Made in China 2025” and key elements such as Internet of Things, cloud computing, big data, artificial intelligence and robotics. On this basis, from the perspective of “Made in China 2025” as an important driving factor of engineering education reform, the continued applicability of CDIO engineering education reform practice mode in the context of “Made in China 2025” is analyzed and discussed. It also analyzes the relevance of CDIO to “Made in China 2025”, the knowledge structure, comprehensive quality and training quality of engineering students that are adapted to “Made in China 2025”, and the specific measures that need to be revised and improved for the development and implementation of CDIO.

References

[1]	钟登华. 新工科建设的内涵与行动[J]. 高等工程教育研究, 2017(3): 1-6.
[2]	吴岩. 新工科: 高等工程教育的未来——对高等教育未来的战略思考[J]. 高等工程教育研究, 2018(6): 1-3.
[3]	Pereira, A.C. and Romero, F. (2017) A Review of the Meanings and the Implications of the Industry 4.0 Concept. Procedia Manufacturing, 13, 1206-1214. https://doi.org/10.1016/j.promfg.2017.09.032
[4]	Kemp, A. (2016) Engineering Education in a Rapidly Changing World. 2nd Edition, TU Delft.
[5]	http://cdio.org/
[6]	Crawley, E.F., Malmqvist, J., Lucas, W.A. and Brodeur, D.R. (2011) The CDIO Syllabus v2.0: An Updated Statement of Goals for Engineering Education. Proceedings of the 7th In-ternational CDIO Conference, Copenhagen, 20-23 June 2011, 42 p.
[7]	徐梦溪, 吴晓彬. CDIO方法: 高等工程教育改革与新发展[J]. 教育进展, 2022, 12(3): 606-613. https://doi.org/10.12677/AE.2022.123099
[8]	https://cdio2022.ru.is/
[9]	顾佩华, 胡文龙, 陆小华, 包能胜, 林鹏. 从CDIO在中国到中国的CDIO: 发展路径、产生的影响及其原因研究[J]. 高等工程教育研究, 2017(1): 24-43.
[10]	http://www.chinacdio.stu.edu.cn
[11]	李拓宇, 李飞, 陆国栋. 面向“中国制造2025”的工程科技人才培养质量提升路径探析[J]. 高等工程教育研究, 2015(6): 17-23.
[12]	韩照祥, 朱惠娟. “中国制造2025”背景下高校工科学生工程素质提升路径优化与实践研究[J]. 科教导刊, 2019(34): 5-6.
[13]	董刚. “中国制造2025”视阈下高校制造业人才培养——以宁波市高校为例[J]. 中国高校科技, 2020(9): 54-58.
[14]	http://www.chinacdio.stu.edu.cn/Detail_Code.aspx?Content_ID=1521&Channel_ID=101
[15]	Cheah, S.-M. and Leong, H. (2018) Relevance of CDIO to Industry 4.0-Proposal for 2 New Standards. Proceedings of the 14th International CDIO Conference, Kanazawa Institute of Technology, Kanazawa, 28 June-2 July 2018, 17 p.

Full-Text