Returning To Engineering Practice:the Research Of The Reform Of American Higher Engineering Education Since The 1980s

In the 1980 s,American higher engineering education was in crisis.The excessive intrusion of basic research and science education into engineering education after World War II makes the essential attribute of engineering – practice be forgotten.In the face of this dilemma,the American engineering education circle reviewed the situation,investigated and studied the higher engineering education in the United States,published many research reports,and put forward reform suggestions.Since the 1980 s,the United States has successfully realized the transformation of engineering education paradigm,and has begun to explore a new educational paradigm.In the 1980 s,the problems caused by the imbalance between practice and science in engineering education began to appear,which caused Americans to rethink and constantly adjust the curriculum plan,shifting the emphasis from scientific research ability to practical ability.In the 1990 s,under the guidance of Big engineering,integrated engineering and other modern engineering concepts,the leading institution of the Unite States Massachusetts institute of technology start to reflect on the education,and actively explore new engineering education mode,finally developed the CDIO education mode,which’s emphasize is on training students in the face of complex environment adaptability.In the21 st century,the United States has promulgated the "Engineer Plan 2020" and carried out reforms on a large scale.On the basis of emphasizing practical ability,the United States begins to consciously cultivate students’ interdisciplinary ability,innovation ability and leadership ability.Analyses the history of the reform of higher engineering education in the United States from the 1980 s to the present,and finds that it has the following characteristics: First,the goal of talent training is to set the industry and social needs,and cultivate all kinds of engineering talents who can meet the social needs and promote industrial development and innovation;Secondly,we should balance the relationships between the different types of courses in engineering education,strengthen the interdisciplinary and cross-professional education research,and build an integrated engineering undergraduate curriculum system.Third,learner-centered,teachers are encouraged to use problem-based teaching method or project-based teaching method to provide students with real and complete engineering experience;Fourth,influence the reform of engineering education with a philosophy of continuous improvement,adopt a variety of planning standards for talent cultivation,and pay more attention to the output of education rather than the input.