摘要
本文在对个体认知发展理论的沿革进行综述的基础上,以Perry认知发展理论模型为指导,对美国五所研究型高校工程专业中国博士生的认知发展现状及影响因素进行测量与分析。基于前期定量研究发现,大部分学生认知发展已经达到Perry模型的高阶思维方式。在前期定量研究结果的基础上,本研究进一步进行了深度的质性访谈。研究发现,学生的认知发展与其所在的环境、学习经历以及人员(导师、同学等)有着密切联系。基于上述发现,本文进一步讨论和总结了认知发展理论对我国工程教育的实践意义,并对工程教育过程中教师的角色转换、教学方法的改革、课程的设计等不同方面提出了建议。
Based on a review of current personal epistemological developmental theories, Perry＇s theory for adult cognitive development was adopted to measure Chinese engineering doctoral students＇ epistemological development in five U. S. research intensive institutions. Prior quantitative results suggested that a majority of students had developed advanced thinking styles according to Perry＇s scale. Through follow-up qualitative interviews, our results suggested that people factors （advisors, peer students, etc. ）, experiential factors and contextual {actors were associated with students＇epistemological development towards advanced thinking styles. Built upon these findings, possible changes in the teaching and learning practices in engineering education were suggested. An educational model was proposed to apply the critical concept of personal epistemological theory to the engineering educational practice.
出处
《高等工程教育研究》
CSSCI
北大核心
2016年第1期12-18,共7页
Research in Higher Education of Engineering
基金
上海市哲学社会科学规划课题"面向‘卓越工程师’培养的教学改革对学生认知发展的影响研究(2014JJY003)
上海交通大学文理交叉专项基金课题"工程学生国际化学习体验与学习成效测量"(15JCMY05)的部分研究成果
