中國教育在線
摘 要
工(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)與(yu)(yu)國民經(jing)濟和(he)社會發展聯(lian)系緊密(mi)，工(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)培養了國民經(jing)濟和(he)社會發展所需(xu)(xu)要的(de)(de)(de)(de)(de)專(zhuan)業(ye)(ye)技術和(he)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)人才。工(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)是(shi)(shi)(shi)知(zhi)(zhi)識(shi)的(de)(de)(de)(de)(de)類別，工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)是(shi)(shi)(shi)物(wu)質世界的(de)(de)(de)(de)(de)存在(zai)物(wu)，工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)是(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)存在(zai)和(he)發展的(de)(de)(de)(de)(de)源(yuan)泉。工(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)與(yu)(yu)科(ke)(ke)(ke)(ke)(ke)學技術是(shi)(shi)(shi)不(bu)(bu)同(tong)類別的(de)(de)(de)(de)(de)知(zhi)(zhi)識(shi)范(fan)疇，具(ju)(ju)有(you)交叉(cha)融合(he)的(de)(de)(de)(de)(de)特性(xing)。工(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)與(yu)(yu)文(wen)科(ke)(ke)(ke)(ke)(ke)屬于(yu)不(bu)(bu)同(tong)門類的(de)(de)(de)(de)(de)知(zhi)(zhi)識(shi)，但具(ju)(ju)有(you)內(nei)在(zai)的(de)(de)(de)(de)(de)關(guan)聯(lian)性(xing)。工(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)與(yu)(yu)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)是(shi)(shi)(shi)一(yi)體(ti)兩面，不(bu)(bu)可分割。工(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)必(bi)有(you)技術教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)，二者(zhe)相(xiang)伴(ban)相(xiang)生。工(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)和(he)文(wen)科(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)有(you)各(ge)自不(bu)(bu)同(tong)的(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)邏輯，加強(qiang)工(gong)(gong)(gong)(gong)(gong)文(wen)融合(he)是(shi)(shi)(shi)造就新工(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)和(he)新文(wen)科(ke)(ke)(ke)(ke)(ke)人才的(de)(de)(de)(de)(de)重要路徑(jing)。高(gao)(gao)校(xiao)必(bi)須遵循理(li)論聯(lian)系實(shi)(shi)際的(de)(de)(de)(de)(de)基本原則，實(shi)(shi)現工(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)與(yu)(yu)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)一(yi)體(ti)化，建(jian)構有(you)自身(shen)特色和(he)優(you)勢(shi)的(de)(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)體(ti)系。培養卓越工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)師，需(xu)(xu)要高(gao)(gao)校(xiao)、企(qi)事業(ye)(ye)單位和(he)政(zheng)府建(jian)立(li)穩定而富有(you)質量的(de)(de)(de)(de)(de)合(he)作教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)體(ti)制機制，保證(zheng)工(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)對工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)實(shi)(shi)踐(jian)教(jiao)(jiao)(jiao)學的(de)(de)(de)(de)(de)要求。“新工(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)”建(jian)設的(de)(de)(de)(de)(de)落腳點在(zai)人才培養，它雖(sui)然由政(zheng)府強(qiang)勢(shi)發動(dong)，但高(gao)(gao)校(xiao)應(ying)發揮關(guan)鍵主體(ti)作用。
關鍵詞
工(gong)科(ke)；工(gong)程(cheng)；工(gong)科(ke)教育；工(gong)程(cheng)教育；“新工(gong)科(ke)”
工(gong)(gong)(gong)(gong)科(ke)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)改革(ge)(ge)影(ying)響廣(guang)泛、意義重大(da)。工(gong)(gong)(gong)(gong)科(ke)是(shi)我國(guo)(guo)(guo)(guo)高(gao)(gao)等教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)14個學科(ke)門類(lei)之(zhi)一(yi)，是(shi)最(zui)(zui)(zui)大(da)的(de)學科(ke)門類(lei)，所包(bao)含的(de)專業(ye)(ye)最(zui)(zui)(zui)多，高(gao)(gao)校(xiao)開(kai)辦的(de)專業(ye)(ye)點(dian)最(zui)(zui)(zui)多，擁(yong)有(you)的(de)在校(xiao)生人數最(zui)(zui)(zui)多，畢業(ye)(ye)生人數最(zui)(zui)(zui)多，也(ye)是(shi)最(zui)(zui)(zui)受民眾喜愛的(de)學科(ke)之(zhi)一(yi)。工(gong)(gong)(gong)(gong)科(ke)與(yu)(yu)國(guo)(guo)(guo)(guo)民經(jing)濟和(he)社(she)會(hui)發(fa)(fa)展(zhan)(zhan)(zhan)聯(lian)系緊密，國(guo)(guo)(guo)(guo)民經(jing)濟和(he)社(she)會(hui)發(fa)(fa)展(zhan)(zhan)(zhan)所需要(yao)的(de)專業(ye)(ye)技術和(he)工(gong)(gong)(gong)(gong)程人才都出自高(gao)(gao)校(xiao)各工(gong)(gong)(gong)(gong)科(ke)專業(ye)(ye)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)。在很大(da)程度上，工(gong)(gong)(gong)(gong)科(ke)辦得好，工(gong)(gong)(gong)(gong)科(ke)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)水平高(gao)(gao)，國(guo)(guo)(guo)(guo)家工(gong)(gong)(gong)(gong)業(ye)(ye)化和(he)產(chan)業(ye)(ye)發(fa)(fa)展(zhan)(zhan)(zhan)所需要(yao)的(de)技術人力資源就(jiu)豐富(fu)，國(guo)(guo)(guo)(guo)民經(jing)濟和(he)社(she)會(hui)發(fa)(fa)展(zhan)(zhan)(zhan)水平也(ye)不會(hui)低。教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)部組(zu)織(zhi)開(kai)展(zhan)(zhan)(zhan)“四新(xin)”學科(ke)建設，以(yi)工(gong)(gong)(gong)(gong)科(ke)為首(shou)，大(da)有(you)一(yi)舉定乾(qian)坤，開(kai)創我國(guo)(guo)(guo)(guo)高(gao)(gao)等教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)高(gao)(gao)質量發(fa)(fa)展(zhan)(zhan)(zhan)新(xin)格(ge)局之(zhi)勢(shi)。筆(bi)者研究高(gao)(gao)等教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)，關(guan)注工(gong)(gong)(gong)(gong)科(ke)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)改革(ge)(ge)與(yu)(yu)發(fa)(fa)展(zhan)(zhan)(zhan)，常常聽到或發(fa)(fa)現(xian)一(yi)些關(guan)于工(gong)(gong)(gong)(gong)科(ke)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)的(de)模糊認識或觀(guan)點(dian)，這無(wu)疑對高(gao)(gao)校(xiao)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)教(jiao)(jiao)(jiao)學改革(ge)(ge)實際工(gong)(gong)(gong)(gong)作和(he)學術研討是(shi)有(you)影(ying)響的(de)，有(you)必要(yao)對一(yi)些基本問題予以(yi)澄清，以(yi)利于準確(que)把握工(gong)(gong)(gong)(gong)科(ke)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)特點(dian)，高(gao)(gao)質量推(tui)進高(gao)(gao)等教(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)教(jiao)(jiao)(jiao)學改革(ge)(ge)實踐。
一、工科與工程及其他
工(gong)(gong)科(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)是在工(gong)(gong)科(ke)范圍組織開展的(de)(de)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)活動(dong)，旨在培養社(she)會各行(xing)各業所需(xu)要的(de)(de)工(gong)(gong)程(cheng)技(ji)(ji)術(shu)和(he)技(ji)(ji)能人(ren)才。顯然，要理解工(gong)(gong)科(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)，需(xu)要對工(gong)(gong)科(ke)以及與之相(xiang)關聯的(de)(de)工(gong)(gong)程(cheng)、科(ke)學(xue)(xue)技(ji)(ji)術(shu)等(deng)有準確而清晰的(de)(de)認識(shi)。當然，工(gong)(gong)科(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)首先(xian)是教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)，不(bu)論何種教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)，都包(bao)含了與人(ren)的(de)(de)發展和(he)社(she)會文明直接相(xiang)關的(de)(de)更豐富的(de)(de)內涵，工(gong)(gong)程(cheng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)也(ye)不(bu)例(li)外。所以，工(gong)(gong)科(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)不(bu)只涉及工(gong)(gong)程(cheng)和(he)科(ke)學(xue)(xue)技(ji)(ji)術(shu)的(de)(de)產生、發展和(he)應用，還(huan)包(bao)含人(ren)的(de)(de)養成和(he)社(she)會文明進(jin)步，工(gong)(gong)科(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)不(bu)只是工(gong)(gong)程(cheng)和(he)科(ke)學(xue)(xue)技(ji)(ji)術(shu)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)，還(huan)包(bao)括人(ren)文和(he)社(she)會等(deng)其(qi)他相(xiang)關學(xue)(xue)科(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)。
(一(yi))工科(ke)與工程
工(gong)(gong)(gong)(gong)(gong)(gong)科是(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)學(xue)科的簡稱，也(ye)稱“工(gong)(gong)(gong)(gong)(gong)(gong)學(xue)”。工(gong)(gong)(gong)(gong)(gong)(gong)科與工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)不(bu)可分(fen)裂，工(gong)(gong)(gong)(gong)(gong)(gong)科知識(shi)產生與工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)實踐活動，離開了工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)不(bu)可能有(you)(you)工(gong)(gong)(gong)(gong)(gong)(gong)科，工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)是(shi)(shi)工(gong)(gong)(gong)(gong)(gong)(gong)科存(cun)在和發展(zhan)的源泉。有(you)(you)學(xue)者認(ren)為(wei)，工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)這一(yi)概念具有(you)(you)雙重含義：一(yi)是(shi)(shi)方(fang)(fang)法(fa)的，即應用工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)的方(fang)(fang)法(fa)，如(ru)模型法(fa)、定量分(fen)析法(fa)、設(she)計法(fa)、實驗法(fa)等；二是(shi)(shi)領域或行業(ye)的，即限(xian)于(yu)工(gong)(gong)(gong)(gong)(gong)(gong)農(nong)業(ye)生產領域。所(suo)以，沒(mei)有(you)(you)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)不(bu)可能有(you)(you)工(gong)(gong)(gong)(gong)(gong)(gong)科，但有(you)(you)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)卻不(bu)一(yi)定有(you)(you)工(gong)(gong)(gong)(gong)(gong)(gong)科。事實上(shang)，在人(ren)類(lei)社(she)會歷史上(shang)，有(you)(you)很多名傳千古(gu)的工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)，如(ru)埃及金字塔、中國(guo)古(gu)長城等都是(shi)(shi)浩大的古(gu)代(dai)建筑工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)，但在當時(shi)甚至后來(lai)很長一(yi)段歷史時(shi)期，人(ren)類(lei)也(ye)沒(mei)有(you)(you)發展(zhan)起工(gong)(gong)(gong)(gong)(gong)(gong)科。這樣說并不(bu)意味著否認(ren)歷代(dai)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)對現代(dai)工(gong)(gong)(gong)(gong)(gong)(gong)科發展(zhan)發揮的重要(yao)作用，只是(shi)(shi)表明工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)與工(gong)(gong)(gong)(gong)(gong)(gong)科在產生的時(shi)序上(shang)有(you)(you)一(yi)定的錯位(wei)。對于(yu)工(gong)(gong)(gong)(gong)(gong)(gong)科與工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)的關系，可以從兩個方(fang)(fang)面進行認(ren)識(shi)。
第一(yi)，工(gong)(gong)(gong)科(ke)(ke)與(yu)工(gong)(gong)(gong)程(cheng)既(ji)是(shi)(shi)(shi)工(gong)(gong)(gong)業(ye)(ye)(ye)化(hua)(hua)(hua)(hua)的(de)(de)(de)(de)(de)(de)產(chan)(chan)物(wu)(wu)，又是(shi)(shi)(shi)工(gong)(gong)(gong)業(ye)(ye)(ye)化(hua)(hua)(hua)(hua)的(de)(de)(de)(de)(de)(de)推進(jin)器。這(zhe)(zhe)(zhe)里講(jiang)工(gong)(gong)(gong)科(ke)(ke)與(yu)工(gong)(gong)(gong)程(cheng)是(shi)(shi)(shi)工(gong)(gong)(gong)業(ye)(ye)(ye)化(hua)(hua)(hua)(hua)的(de)(de)(de)(de)(de)(de)產(chan)(chan)物(wu)(wu)，與(yu)上(shang)(shang)面講(jiang)人(ren)(ren)類(lei)(lei)古(gu)(gu)代(dai)(dai)(dai)就(jiu)開始有(you)(you)了很(hen)大(da)的(de)(de)(de)(de)(de)(de)工(gong)(gong)(gong)程(cheng)是(shi)(shi)(shi)不(bu)(bu)是(shi)(shi)(shi)相(xiang)矛盾呢?表(biao)面上(shang)(shang)看(kan)，工(gong)(gong)(gong)業(ye)(ye)(ye)化(hua)(hua)(hua)(hua)是(shi)(shi)(shi)現代(dai)(dai)(dai)社(she)會(hui)(hui)發展(zhan)(zhan)的(de)(de)(de)(de)(de)(de)一(yi)個(ge)重要(yao)(yao)特征，似(si)乎與(yu)古(gu)(gu)代(dai)(dai)(dai)沒有(you)(you)什么(me)瓜(gua)葛(ge)。其實不(bu)(bu)然。從建造技(ji)術(shu)看(kan)，很(hen)多古(gu)(gu)代(dai)(dai)(dai)工(gong)(gong)(gong)程(cheng)都是(shi)(shi)(shi)很(hen)先進(jin)的(de)(de)(de)(de)(de)(de)，有(you)(you)的(de)(de)(de)(de)(de)(de)建造技(ji)術(shu)即便放(fang)在今天也令人(ren)(ren)嘆(tan)為(wei)觀止，有(you)(you)工(gong)(gong)(gong)程(cheng)、有(you)(you)工(gong)(gong)(gong)程(cheng)知(zhi)識，卻沒有(you)(you)發展(zhan)(zhan)起工(gong)(gong)(gong)科(ke)(ke)，這(zhe)(zhe)(zhe)是(shi)(shi)(shi)現代(dai)(dai)(dai)社(she)會(hui)(hui)出(chu)現以前的(de)(de)(de)(de)(de)(de)事實。之所以出(chu)現這(zhe)(zhe)(zhe)種(zhong)(zhong)情況，與(yu)人(ren)(ren)類(lei)(lei)知(zhi)識的(de)(de)(de)(de)(de)(de)演(yan)進(jin)歷史有(you)(you)關(guan)(guan)。工(gong)(gong)(gong)業(ye)(ye)(ye)化(hua)(hua)(hua)(hua)是(shi)(shi)(shi)一(yi)個(ge)過程(cheng)，古(gu)(gu)代(dai)(dai)(dai)浩(hao)大(da)的(de)(de)(de)(de)(de)(de)建筑工(gong)(gong)(gong)程(cheng)分(fen)工(gong)(gong)(gong)明確，技(ji)術(shu)精細，工(gong)(gong)(gong)作(zuo)專(zhuan)門化(hua)(hua)(hua)(hua)，耗時(shi)往往很(hen)長(chang)，在這(zhe)(zhe)(zhe)些(xie)古(gu)(gu)代(dai)(dai)(dai)浩(hao)大(da)工(gong)(gong)(gong)程(cheng)的(de)(de)(de)(de)(de)(de)建造中(zhong)已經出(chu)現了工(gong)(gong)(gong)業(ye)(ye)(ye)化(hua)(hua)(hua)(hua)的(de)(de)(de)(de)(de)(de)雛形(xing)，但這(zhe)(zhe)(zhe)些(xie)工(gong)(gong)(gong)程(cheng)往往不(bu)(bu)是(shi)(shi)(shi)依托社(she)會(hui)(hui)化(hua)(hua)(hua)(hua)的(de)(de)(de)(de)(de)(de)工(gong)(gong)(gong)業(ye)(ye)(ye)組織開展(zhan)(zhan)的(de)(de)(de)(de)(de)(de)，施工(gong)(gong)(gong)人(ren)(ren)員在完成(cheng)這(zhe)(zhe)(zhe)些(xie)工(gong)(gong)(gong)程(cheng)后，也不(bu)(bu)會(hui)(hui)繼續有(you)(you)組織地承接其他工(gong)(gong)(gong)程(cheng)。更為(wei)重要(yao)(yao)的(de)(de)(de)(de)(de)(de)是(shi)(shi)(shi)，在各(ge)種(zhong)(zhong)生(sheng)產(chan)(chan)工(gong)(gong)(gong)具和各(ge)類(lei)(lei)生(sheng)活物(wu)(wu)資(zi)的(de)(de)(de)(de)(de)(de)生(sheng)產(chan)(chan)上(shang)(shang)，主要(yao)(yao)還(huan)是(shi)(shi)(shi)依靠手工(gong)(gong)(gong)業(ye)(ye)(ye)。建立在現代(dai)(dai)(dai)科(ke)(ke)學技(ji)術(shu)基礎上(shang)(shang)的(de)(de)(de)(de)(de)(de)工(gong)(gong)(gong)業(ye)(ye)(ye)化(hua)(hua)(hua)(hua)不(bu)(bu)但改(gai)變(bian)了社(she)會(hui)(hui)生(sheng)產(chan)(chan)方式，豐富了社(she)會(hui)(hui)生(sheng)產(chan)(chan)和生(sheng)活資(zi)料，提高了人(ren)(ren)民生(sheng)產(chan)(chan)和生(sheng)活水(shui)平(ping)，而(er)且在不(bu)(bu)斷拓(tuo)展(zhan)(zhan)人(ren)(ren)類(lei)(lei)的(de)(de)(de)(de)(de)(de)知(zhi)識領(ling)域。隨著生(sheng)產(chan)(chan)范圍(wei)的(de)(de)(de)(de)(de)(de)不(bu)(bu)斷擴大(da)，工(gong)(gong)(gong)業(ye)(ye)(ye)生(sheng)產(chan)(chan)越(yue)(yue)來越(yue)(yue)普及化(hua)(hua)(hua)(hua)，工(gong)(gong)(gong)業(ye)(ye)(ye)生(sheng)產(chan)(chan)知(zhi)識越(yue)(yue)來越(yue)(yue)豐富，一(yi)個(ge)新的(de)(de)(de)(de)(de)(de)知(zhi)識類(lei)(lei)別逐漸成(cheng)形(xing)，且越(yue)(yue)來越(yue)(yue)體系化(hua)(hua)(hua)(hua)、多樣化(hua)(hua)(hua)(hua)、建制(zhi)化(hua)(hua)(hua)(hua)或學科(ke)(ke)化(hua)(hua)(hua)(hua)。這(zhe)(zhe)(zhe)就(jiu)是(shi)(shi)(shi)工(gong)(gong)(gong)科(ke)(ke)，是(shi)(shi)(shi)一(yi)個(ge)不(bu)(bu)同于(yu)傳(chuan)統(tong)知(zhi)識，也不(bu)(bu)同于(yu)科(ke)(ke)學技(ji)術(shu)知(zhi)識的(de)(de)(de)(de)(de)(de)知(zhi)識體系。它是(shi)(shi)(shi)一(yi)種(zhong)(zhong)關(guan)(guan)于(yu)工(gong)(gong)(gong)程(cheng)的(de)(de)(de)(de)(de)(de)系統(tong)知(zhi)識，是(shi)(shi)(shi)關(guan)(guan)于(yu)工(gong)(gong)(gong)程(cheng)的(de)(de)(de)(de)(de)(de)知(zhi)識發展(zhan)(zhan)到一(yi)定水(shui)平(ping)后形(xing)成(cheng)的(de)(de)(de)(de)(de)(de)一(yi)種(zhong)(zhong)專(zhuan)門知(zhi)識。它有(you)(you)內在邏(luo)輯，有(you)(you)自(zi)身(shen)的(de)(de)(de)(de)(de)(de)邊(bian)界，與(yu)其他學科(ke)(ke)知(zhi)識既(ji)相(xiang)關(guan)(guan)聯又相(xiang)區別。
就產(chan)(chan)(chan)生(sheng)(sheng)(sheng)時間(jian)而(er)(er)言，工(gong)(gong)(gong)程(cheng)(cheng)在(zai)(zai)前(qian)，工(gong)(gong)(gong)科在(zai)(zai)后，但它們都是(shi)(shi)工(gong)(gong)(gong)業(ye)(ye)(ye)化(hua)(hua)的(de)(de)產(chan)(chan)(chan)物。工(gong)(gong)(gong)程(cheng)(cheng)是(shi)(shi)人(ren)類智(zhi)慧(hui)的(de)(de)表現，是(shi)(shi)一種(zhong)古老的(de)(de)存在(zai)(zai)。它以人(ren)為(wei)(wei)目的(de)(de)，為(wei)(wei)人(ren)服務(wu)，不論是(shi)(shi)民居、宮廷、廟宇、墓(mu)葬(zang)建筑工(gong)(gong)(gong)程(cheng)(cheng)，還是(shi)(shi)軍(jun)事設施(shi)、水利設施(shi)、宗(zong)教文化(hua)(hua)設施(shi)等，都是(shi)(shi)為(wei)(wei)人(ren)而(er)(er)建。更(geng)不要(yao)說(shuo)現代(dai)社(she)會(hui)(hui)(hui)各(ge)種(zhong)建造于地(di)下、水下、地(di)面、太空等難以數計的(de)(de)工(gong)(gong)(gong)程(cheng)(cheng)，都是(shi)(shi)為(wei)(wei)了(le)滿(man)足人(ren)的(de)(de)各(ge)種(zhong)需要(yao)而(er)(er)建造的(de)(de)。現代(dai)社(she)會(hui)(hui)(hui)工(gong)(gong)(gong)業(ye)(ye)(ye)越(yue)(yue)來越(yue)(yue)發達，工(gong)(gong)(gong)業(ye)(ye)(ye)化(hua)(hua)水平越(yue)(yue)來越(yue)(yue)高。工(gong)(gong)(gong)業(ye)(ye)(ye)化(hua)(hua)的(de)(de)基(ji)礎在(zai)(zai)科技(ji)，科技(ji)的(de)(de)應用促進(jin)了(le)工(gong)(gong)(gong)業(ye)(ye)(ye)生(sheng)(sheng)(sheng)產(chan)(chan)(chan)。現代(dai)工(gong)(gong)(gong)業(ye)(ye)(ye)生(sheng)(sheng)(sheng)產(chan)(chan)(chan)與古代(dai)工(gong)(gong)(gong)業(ye)(ye)(ye)生(sheng)(sheng)(sheng)產(chan)(chan)(chan)的(de)(de)根本差(cha)別就在(zai)(zai)于前(qian)者(zhe)的(de)(de)工(gong)(gong)(gong)程(cheng)(cheng)化(hua)(hua)。古代(dai)手工(gong)(gong)(gong)工(gong)(gong)(gong)業(ye)(ye)(ye)生(sheng)(sheng)(sheng)產(chan)(chan)(chan)是(shi)(shi)簡單的(de)(de)，現代(dai)工(gong)(gong)(gong)業(ye)(ye)(ye)生(sheng)(sheng)(sheng)產(chan)(chan)(chan)越(yue)(yue)來越(yue)(yue)將科學技(ji)術、環境、社(she)會(hui)(hui)(hui)和人(ren)文等各(ge)種(zhong)因素(su)有機地(di)融為(wei)(wei)一體(ti)，不僅(jin)形(xing)成了(le)復雜(za)的(de)(de)生(sheng)(sheng)(sheng)產(chan)(chan)(chan)過程(cheng)(cheng)，而(er)(er)且(qie)營造了(le)復雜(za)的(de)(de)生(sheng)(sheng)(sheng)產(chan)(chan)(chan)環境。工(gong)(gong)(gong)業(ye)(ye)(ye)生(sheng)(sheng)(sheng)產(chan)(chan)(chan)普遍的(de)(de)工(gong)(gong)(gong)程(cheng)(cheng)化(hua)(hua)反過來又(you)促進(jin)工(gong)(gong)(gong)業(ye)(ye)(ye)生(sheng)(sheng)(sheng)產(chan)(chan)(chan)，推進(jin)工(gong)(gong)(gong)業(ye)(ye)(ye)化(hua)(hua)的(de)(de)發展，使工(gong)(gong)(gong)業(ye)(ye)(ye)化(hua)(hua)由比較狹隘的(de)(de)范(fan)疇滲透(tou)到農業(ye)(ye)(ye)和服務(wu)業(ye)(ye)(ye)，從而(er)(er)導致全社(she)會(hui)(hui)(hui)的(de)(de)工(gong)(gong)(gong)程(cheng)(cheng)化(hua)(hua)。所以，工(gong)(gong)(gong)科、工(gong)(gong)(gong)程(cheng)(cheng)與工(gong)(gong)(gong)業(ye)(ye)(ye)化(hua)(hua)三(san)者(zhe)高度關聯、相(xiang)輔(fu)相(xiang)成。
第二，工(gong)(gong)(gong)(gong)科(ke)(ke)(ke)與工(gong)(gong)(gong)(gong)程(cheng)(cheng)是(shi)(shi)(shi)理(li)論(lun)(lun)(lun)與實(shi)(shi)踐(jian)的(de)(de)(de)(de)關系。工(gong)(gong)(gong)(gong)科(ke)(ke)(ke)與工(gong)(gong)(gong)(gong)程(cheng)(cheng)雖(sui)然不(bu)可分離(li)(li)，但二者是(shi)(shi)(shi)不(bu)同屬性的(de)(de)(de)(de)事物(wu)(wu)。工(gong)(gong)(gong)(gong)科(ke)(ke)(ke)是(shi)(shi)(shi)知(zhi)識(shi)的(de)(de)(de)(de)類別，工(gong)(gong)(gong)(gong)程(cheng)(cheng)是(shi)(shi)(shi)物(wu)(wu)質(zhi)世界的(de)(de)(de)(de)存(cun)在(zai)(zai)(zai)物(wu)(wu)，二者都(dou)是(shi)(shi)(shi)人(ren)(ren)為(wei)(wei)之(zhi)物(wu)(wu)。它們之(zhi)間的(de)(de)(de)(de)關系表現(xian)(xian)為(wei)(wei)理(li)論(lun)(lun)(lun)與實(shi)(shi)踐(jian)的(de)(de)(de)(de)關系，工(gong)(gong)(gong)(gong)科(ke)(ke)(ke)代(dai)表理(li)論(lun)(lun)(lun)，工(gong)(gong)(gong)(gong)程(cheng)(cheng)代(dai)表實(shi)(shi)踐(jian)。作(zuo)為(wei)(wei)理(li)論(lun)(lun)(lun)的(de)(de)(de)(de)工(gong)(gong)(gong)(gong)科(ke)(ke)(ke)，主(zhu)要體(ti)現(xian)(xian)在(zai)(zai)(zai)學術(shu)著作(zuo)、教材和(he)論(lun)(lun)(lun)文(wen)中(zhong)(zhong)，還可以轉化為(wei)(wei)教育課程(cheng)(cheng)、操(cao)作(zuo)規程(cheng)(cheng)、技術(shu)要領和(he)工(gong)(gong)(gong)(gong)藝(yi)流程(cheng)(cheng)等(deng)。作(zuo)為(wei)(wei)實(shi)(shi)踐(jian)的(de)(de)(de)(de)工(gong)(gong)(gong)(gong)程(cheng)(cheng)，它的(de)(de)(de)(de)載體(ti)既包括(kuo)人(ren)(ren)所(suo)制造(zao)(zao)(zao)的(de)(de)(de)(de)各種實(shi)(shi)際存(cun)在(zai)(zai)(zai)物(wu)(wu)，又包括(kuo)人(ren)(ren)制造(zao)(zao)(zao)或(huo)建設工(gong)(gong)(gong)(gong)程(cheng)(cheng)的(de)(de)(de)(de)過程(cheng)(cheng)與行動(dong)行為(wei)(wei)。也就是(shi)(shi)(shi)說，工(gong)(gong)(gong)(gong)科(ke)(ke)(ke)產生于人(ren)(ren)制造(zao)(zao)(zao)或(huo)建造(zao)(zao)(zao)工(gong)(gong)(gong)(gong)程(cheng)(cheng)的(de)(de)(de)(de)過程(cheng)(cheng)及(ji)其所(suo)取得(de)的(de)(de)(de)(de)結果(guo)(guo)，而現(xian)(xian)代(dai)工(gong)(gong)(gong)(gong)程(cheng)(cheng)的(de)(de)(de)(de)制造(zao)(zao)(zao)或(huo)建造(zao)(zao)(zao)離(li)(li)不(bu)開工(gong)(gong)(gong)(gong)科(ke)(ke)(ke)所(suo)提供的(de)(de)(de)(de)理(li)論(lun)(lun)(lun)和(he)技術(shu)及(ji)其應用(yong)(yong)的(de)(de)(de)(de)支(zhi)持(chi)。工(gong)(gong)(gong)(gong)科(ke)(ke)(ke)源于工(gong)(gong)(gong)(gong)程(cheng)(cheng)，工(gong)(gong)(gong)(gong)程(cheng)(cheng)及(ji)其發(fa)達離(li)(li)不(bu)開工(gong)(gong)(gong)(gong)科(ke)(ke)(ke)。在(zai)(zai)(zai)現(xian)(xian)代(dai)高度發(fa)達的(de)(de)(de)(de)科(ke)(ke)(ke)研體(ti)制下，工(gong)(gong)(gong)(gong)科(ke)(ke)(ke)領域的(de)(de)(de)(de)理(li)論(lun)(lun)(lun)創(chuang)新為(wei)(wei)工(gong)(gong)(gong)(gong)科(ke)(ke)(ke)發(fa)展開辟了新的(de)(de)(de)(de)道路，但只有(you)理(li)論(lun)(lun)(lun)創(chuang)新是(shi)(shi)(shi)不(bu)夠的(de)(de)(de)(de)，理(li)論(lun)(lun)(lun)創(chuang)新成果(guo)(guo)必(bi)須應用(yong)(yong)于實(shi)(shi)踐(jian)，在(zai)(zai)(zai)實(shi)(shi)踐(jian)中(zhong)(zhong)接受檢(jian)驗，在(zai)(zai)(zai)實(shi)(shi)踐(jian)中(zhong)(zhong)完成升(sheng)華和(he)結晶，轉化為(wei)(wei)人(ren)(ren)為(wei)(wei)的(de)(de)(de)(de)存(cun)在(zai)(zai)(zai)物(wu)(wu)。很多現(xian)(xian)代(dai)重(zhong)大工(gong)(gong)(gong)(gong)程(cheng)(cheng)都(dou)是(shi)(shi)(shi)在(zai)(zai)(zai)進行了無數科(ke)(ke)(ke)學創(chuang)新實(shi)(shi)驗后才付諸實(shi)(shi)踐(jian)的(de)(de)(de)(de)，從這個意義上說，工(gong)(gong)(gong)(gong)科(ke)(ke)(ke)與工(gong)(gong)(gong)(gong)程(cheng)(cheng)之(zhi)間不(bu)僅相互(hu)關聯(lian)，而且(qie)具有(you)統一性。
(二)工科與科學(xue)技術
工科(ke)(ke)與科(ke)(ke)學技(ji)術往(wang)往(wang)被看成同(tong)一(yi)類知識。如(ru)人(ren)們在使用寬泛意義上的(de)(de)(de)“理(li)科(ke)(ke)”的(de)(de)(de)時(shi)候，實際上是包含工科(ke)(ke)的(de)(de)(de)。在高考分類上，一(yi)般分為(wei)文科(ke)(ke)和(he)理(li)科(ke)(ke)，報(bao)考理(li)科(ke)(ke)的(de)(de)(de)考生可以填(tian)報(bao)高校(xiao)的(de)(de)(de)理(li)科(ke)(ke)和(he)工科(ke)(ke)專(zhuan)業(ye)。有(you)時(shi)候，人(ren)們也說“理(li)工科(ke)(ke)”，將其與人(ren)文學科(ke)(ke)和(he)社會科(ke)(ke)學相(xiang)(xiang)區(qu)別。從嚴格意義上講，工科(ke)(ke)與科(ke)(ke)學技(ji)術既(ji)相(xiang)(xiang)聯系又相(xiang)(xiang)區(qu)別，是相(xiang)(xiang)關聯的(de)(de)(de)不同(tong)類別的(de)(de)(de)知識范疇。
第一(yi)，工(gong)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)與(yu)(yu)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)技(ji)(ji)(ji)術(shu)(shu)(shu)是(shi)(shi)(shi)(shi)既(ji)相(xiang)(xiang)對獨(du)立(li)又(you)相(xiang)(xiang)互包(bao)含(han)(han)(han)(han)的(de)(de)(de)(de)(de)知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)體(ti)系(xi)。工(gong)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)與(yu)(yu)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)技(ji)(ji)(ji)術(shu)(shu)(shu)同(tong)是(shi)(shi)(shi)(shi)知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)范疇，而且(qie)你中(zhong)有(you)我、我中(zhong)有(you)你，但卻(que)是(shi)(shi)(shi)(shi)不(bu)同(tong)屬(shu)性的(de)(de)(de)(de)(de)知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)范疇。工(gong)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)、科(ke)(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)和(he)(he)技(ji)(ji)(ji)術(shu)(shu)(shu)都是(shi)(shi)(shi)(shi)知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)的(de)(de)(de)(de)(de)存(cun)在(zai)，三者在(zai)知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)的(de)(de)(de)(de)(de)類(lei)型上各(ge)不(bu)相(xiang)(xiang)同(tong)，各(ge)有(you)自身的(de)(de)(de)(de)(de)知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)體(ti)系(xi)，相(xiang)(xiang)互之(zhi)(zhi)間(jian)保持相(xiang)(xiang)對的(de)(de)(de)(de)(de)獨(du)立(li)性。這只是(shi)(shi)(shi)(shi)其關(guan)系(xi)的(de)(de)(de)(de)(de)一(yi)個方(fang)面(mian)；另一(yi)方(fang)面(mian)，它們(men)相(xiang)(xiang)互之(zhi)(zhi)間(jian)還有(you)包(bao)含(han)(han)(han)(han)與(yu)(yu)被包(bao)含(han)(han)(han)(han)的(de)(de)(de)(de)(de)關(guan)系(xi)。工(gong)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)包(bao)含(han)(han)(han)(han)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)與(yu)(yu)技(ji)(ji)(ji)術(shu)(shu)(shu)的(de)(de)(de)(de)(de)知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)，任何工(gong)程(cheng)都是(shi)(shi)(shi)(shi)利用科(ke)(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)原理(li)和(he)(he)必要(yao)(yao)技(ji)(ji)(ji)術(shu)(shu)(shu)制造或(huo)建(jian)造出來(lai)的(de)(de)(de)(de)(de)，沒(mei)有(you)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)和(he)(he)技(ji)(ji)(ji)術(shu)(shu)(shu)知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)，工(gong)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)就缺少了根本。科(ke)(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)和(he)(he)技(ji)(ji)(ji)術(shu)(shu)(shu)知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)也(ye)包(bao)含(han)(han)(han)(han)著工(gong)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)。過去有(you)人以為工(gong)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)是(shi)(shi)(shi)(shi)與(yu)(yu)技(ji)(ji)(ji)術(shu)(shu)(shu)相(xiang)(xiang)關(guan)的(de)(de)(de)(de)(de)知(zhi)(zhi)(zhi)(zhi)識(shi)(shi)領(ling)域，與(yu)(yu)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)則距(ju)離較遠(yuan)，三者之(zhi)(zhi)間(jian)的(de)(de)(de)(de)(de)關(guan)系(xi)表現為由科(ke)(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)轉(zhuan)化(hua)為技(ji)(ji)(ji)術(shu)(shu)(shu)，再由技(ji)(ji)(ji)術(shu)(shu)(shu)而生工(gong)程(cheng)，技(ji)(ji)(ji)術(shu)(shu)(shu)是(shi)(shi)(shi)(shi)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)與(yu)(yu)工(gong)程(cheng)的(de)(de)(de)(de)(de)中(zhong)介橋(qiao)梁。姑(gu)且(qie)不(bu)論(lun)“中(zhong)介說”是(shi)(shi)(shi)(shi)否成立(li)，但就工(gong)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)與(yu)(yu)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)之(zhi)(zhi)間(jian)的(de)(de)(de)(de)(de)關(guan)系(xi)而言，在(zai)現代工(gong)程(cheng)和(he)(he)工(gong)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)的(de)(de)(de)(de)(de)發展中(zhong)，科(ke)(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)的(de)(de)(de)(de)(de)地位越來(lai)越重要(yao)(yao)。正因為如此(ci)，各(ge)工(gong)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)都發展了“自身的(de)(de)(de)(de)(de)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)”，如“機械科(ke)(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)”“能源科(ke)(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)”等。這些“科(ke)(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)”不(bu)僅是(shi)(shi)(shi)(shi)各(ge)工(gong)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)的(de)(de)(de)(de)(de)立(li)身之(zhi)(zhi)本，也(ye)是(shi)(shi)(shi)(shi)科(ke)(ke)(ke)(ke)(ke)(ke)(ke)學(xue)(xue)(xue)的(de)(de)(de)(de)(de)組成部(bu)分。
第二，工(gong)科(ke)(ke)(ke)(ke)(ke)與(yu)(yu)科(ke)(ke)(ke)(ke)(ke)學(xue)(xue)技(ji)術(shu)交(jiao)叉(cha)融(rong)合發(fa)展(zhan)的(de)(de)結(jie)果(guo)是(shi)創立新(xin)的(de)(de)學(xue)(xue)科(ke)(ke)(ke)(ke)(ke)領域。工(gong)科(ke)(ke)(ke)(ke)(ke)與(yu)(yu)科(ke)(ke)(ke)(ke)(ke)學(xue)(xue)技(ji)術(shu)之間的(de)(de)關系復雜而多樣，除相對獨立和(he)(he)相互包(bao)含外，它(ta)們還具有交(jiao)叉(cha)融(rong)合的(de)(de)特性(xing)。尤(you)其是(shi)在工(gong)科(ke)(ke)(ke)(ke)(ke)的(de)(de)發(fa)展(zhan)中(zhong)，特別重視與(yu)(yu)科(ke)(ke)(ke)(ke)(ke)學(xue)(xue)技(ji)術(shu)的(de)(de)交(jiao)叉(cha)融(rong)合。如光電信(xin)(xin)息(xi)工(gong)程(Opto-electronic Information Engineering)就是(shi)光學(xue)(xue)工(gong)程與(yu)(yu)信(xin)(xin)息(xi)科(ke)(ke)(ke)(ke)(ke)學(xue)(xue)、儀器(qi)科(ke)(ke)(ke)(ke)(ke)學(xue)(xue)與(yu)(yu)技(ji)術(shu)、通信(xin)(xin)科(ke)(ke)(ke)(ke)(ke)學(xue)(xue)技(ji)術(shu)以及電子(zi)科(ke)(ke)(ke)(ke)(ke)學(xue)(xue)技(ji)術(shu)等交(jiao)叉(cha)融(rong)合發(fa)展(zhan)起來的(de)(de)新(xin)興學(xue)(xue)科(ke)(ke)(ke)(ke)(ke)。工(gong)科(ke)(ke)(ke)(ke)(ke)與(yu)(yu)科(ke)(ke)(ke)(ke)(ke)學(xue)(xue)技(ji)術(shu)交(jiao)叉(cha)融(rong)合已經成為現代知識生(sheng)(sheng)產的(de)(de)新(xin)范式，它(ta)不僅對工(gong)科(ke)(ke)(ke)(ke)(ke)和(he)(he)科(ke)(ke)(ke)(ke)(ke)學(xue)(xue)技(ji)術(shu)發(fa)展(zhan)具有重大影響(xiang)，而且(qie)對社會生(sheng)(sheng)產和(he)(he)生(sheng)(sheng)活產生(sheng)(sheng)深(shen)遠的(de)(de)影響(xiang)。
(三(san))工科與(yu)人文社會科學
工(gong)科(ke)(ke)(ke)(ke)與(yu)人(ren)文(wen)社會(hui)科(ke)(ke)(ke)(ke)學(xue)(xue)(簡稱“文(wen)科(ke)(ke)(ke)(ke)”)給人(ren)們(men)的(de)(de)感覺(jue)似乎相(xiang)距(ju)遙(yao)遠(yuan)，其實不(bu)然(ran)(ran)。與(yu)科(ke)(ke)(ke)(ke)學(xue)(xue)技術相(xiang)比(bi)，工(gong)科(ke)(ke)(ke)(ke)與(yu)文(wen)科(ke)(ke)(ke)(ke)之(zhi)(zhi)間(jian)(jian)(jian)的(de)(de)關(guan)(guan)(guan)系(xi)確實不(bu)那(nei)么緊密，從(cong)知識的(de)(de)形態上看差別較(jiao)大(da)(da)。實際上，說工(gong)科(ke)(ke)(ke)(ke)與(yu)文(wen)科(ke)(ke)(ke)(ke)之(zhi)(zhi)間(jian)(jian)(jian)距(ju)離遙(yao)遠(yuan)是(shi)(shi)(shi)(shi)一(yi)(yi)個誤解，工(gong)科(ke)(ke)(ke)(ke)與(yu)文(wen)科(ke)(ke)(ke)(ke)之(zhi)(zhi)間(jian)(jian)(jian)的(de)(de)距(ju)離遠(yuan)遠(yuan)沒有人(ren)們(men)想象的(de)(de)那(nei)么大(da)(da)，工(gong)科(ke)(ke)(ke)(ke)離不(bu)開文(wen)科(ke)(ke)(ke)(ke)。顧名思義，文(wen)科(ke)(ke)(ke)(ke)包括人(ren)文(wen)學(xue)(xue)科(ke)(ke)(ke)(ke)和社會(hui)科(ke)(ke)(ke)(ke)學(xue)(xue)兩大(da)(da)組成部(bu)(bu)分，是(shi)(shi)(shi)(shi)關(guan)(guan)(guan)于人(ren)和社會(hui)以(yi)及人(ren)類與(yu)之(zhi)(zhi)所(suo)生活世(shi)界(jie)關(guan)(guan)(guan)系(xi)的(de)(de)知識范疇，而人(ren)類所(suo)生活的(de)(de)世(shi)界(jie)一(yi)(yi)部(bu)(bu)分源(yuan)于自然(ran)(ran)界(jie)的(de)(de)造(zao)化，是(shi)(shi)(shi)(shi)自然(ran)(ran)和宇宙運(yun)動的(de)(de)結(jie)果；另一(yi)(yi)部(bu)(bu)分則是(shi)(shi)(shi)(shi)人(ren)造(zao)之(zhi)(zhi)物，其中(zhong)很(hen)大(da)(da)一(yi)(yi)部(bu)(bu)分便是(shi)(shi)(shi)(shi)人(ren)造(zao)工(gong)程。人(ren)與(yu)人(ren)造(zao)工(gong)程的(de)(de)關(guan)(guan)(guan)系(xi)既(ji)是(shi)(shi)(shi)(shi)文(wen)科(ke)(ke)(ke)(ke)的(de)(de)認識對象，又(you)是(shi)(shi)(shi)(shi)工(gong)科(ke)(ke)(ke)(ke)相(xiang)關(guan)(guan)(guan)知識的(de)(de)現(xian)實載(zai)體。形象地(di)講，工(gong)科(ke)(ke)(ke)(ke)與(yu)文(wen)科(ke)(ke)(ke)(ke)之(zhi)(zhi)間(jian)(jian)(jian)可能是(shi)(shi)(shi)(shi)一(yi)(yi)種若即(ji)若離、不(bu)即(ji)不(bu)離的(de)(de)關(guan)(guan)(guan)系(xi)。
第一，工科(ke)(ke)(ke)(ke)與(yu)文(wen)科(ke)(ke)(ke)(ke)的(de)(de)(de)(de)(de)知(zhi)(zhi)(zhi)識(shi)(shi)范式存在顯(xian)著差別。工科(ke)(ke)(ke)(ke)與(yu)文(wen)科(ke)(ke)(ke)(ke)同(tong)屬于(yu)知(zhi)(zhi)(zhi)識(shi)(shi)范疇(chou)，只是知(zhi)(zhi)(zhi)識(shi)(shi)的(de)(de)(de)(de)(de)門類不(bu)(bu)同(tong)而已(yi)。不(bu)(bu)同(tong)科(ke)(ke)(ke)(ke)類的(de)(de)(de)(de)(de)知(zhi)(zhi)(zhi)識(shi)(shi)因主要認知(zhi)(zhi)(zhi)對象、認知(zhi)(zhi)(zhi)目(mu)的(de)(de)(de)(de)(de)和(he)認知(zhi)(zhi)(zhi)方法(fa)等(deng)(deng)存在差別，所以，表(biao)(biao)(biao)達方式也是各(ge)不(bu)(bu)相同(tong)的(de)(de)(de)(de)(de)，工科(ke)(ke)(ke)(ke)、理(li)(li)(li)(li)(li)科(ke)(ke)(ke)(ke)、文(wen)科(ke)(ke)(ke)(ke)等(deng)(deng)各(ge)不(bu)(bu)相同(tong)學(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)門類知(zhi)(zhi)(zhi)識(shi)(shi)的(de)(de)(de)(de)(de)范式存在顯(xian)著差別。工科(ke)(ke)(ke)(ke)是運(yun)(yun)用科(ke)(ke)(ke)(ke)學(xue)(xue)(xue)(xue)原理(li)(li)(li)(li)(li)和(he)技術經(jing)驗解決社(she)會(hui)(hui)生產和(he)生活問(wen)(wen)題的(de)(de)(de)(de)(de)知(zhi)(zhi)(zhi)識(shi)(shi)，代表(biao)(biao)(biao)性(xing)(xing)學(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)領域(yu)(yu)有(you)(you)(you)機械、電(dian)氣、土建(jian)、水利等(deng)(deng)。理(li)(li)(li)(li)(li)科(ke)(ke)(ke)(ke)是人(ren)類認識(shi)(shi)自然(ran)世界(jie)的(de)(de)(de)(de)(de)智慧(hui)結晶，包括自然(ran)科(ke)(ke)(ke)(ke)學(xue)(xue)(xue)(xue)知(zhi)(zhi)(zhi)識(shi)(shi)、應用科(ke)(ke)(ke)(ke)學(xue)(xue)(xue)(xue)知(zhi)(zhi)(zhi)識(shi)(shi)以及數(shu)(shu)理(li)(li)(li)(li)(li)邏輯(ji)知(zhi)(zhi)(zhi)識(shi)(shi)等(deng)(deng)，代表(biao)(biao)(biao)性(xing)(xing)學(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)領域(yu)(yu)有(you)(you)(you)數(shu)(shu)學(xue)(xue)(xue)(xue)、物(wu)(wu)理(li)(li)(li)(li)(li)學(xue)(xue)(xue)(xue)、化學(xue)(xue)(xue)(xue)等(deng)(deng)。文(wen)科(ke)(ke)(ke)(ke)以人(ren)和(he)人(ren)類社(she)會(hui)(hui)的(de)(de)(de)(de)(de)政治、經(jing)濟、文(wen)化等(deng)(deng)為(wei)(wei)研(yan)究(jiu)對象，其(qi)中，人(ren)文(wen)學(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)是關(guan)(guan)(guan)(guan)(guan)于(yu)人(ren)的(de)(de)(de)(de)(de)精神世界(jie)和(he)人(ren)類文(wen)化遺產的(de)(de)(de)(de)(de)知(zhi)(zhi)(zhi)識(shi)(shi)，代表(biao)(biao)(biao)性(xing)(xing)學(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)領域(yu)(yu)有(you)(you)(you)文(wen)學(xue)(xue)(xue)(xue)、歷史、哲學(xue)(xue)(xue)(xue)、藝術等(deng)(deng)；社(she)會(hui)(hui)科(ke)(ke)(ke)(ke)學(xue)(xue)(xue)(xue)是關(guan)(guan)(guan)(guan)(guan)于(yu)社(she)會(hui)(hui)發展、社(she)會(hui)(hui)問(wen)(wen)題和(he)社(she)會(hui)(hui)運(yun)(yun)行規律的(de)(de)(de)(de)(de)知(zhi)(zhi)(zhi)識(shi)(shi)，代表(biao)(biao)(biao)性(xing)(xing)學(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)領域(yu)(yu)有(you)(you)(you)法(fa)學(xue)(xue)(xue)(xue)、經(jing)濟學(xue)(xue)(xue)(xue)、管理(li)(li)(li)(li)(li)學(xue)(xue)(xue)(xue)、教(jiao)育學(xue)(xue)(xue)(xue)、社(she)會(hui)(hui)學(xue)(xue)(xue)(xue)等(deng)(deng)。不(bu)(bu)同(tong)學(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)的(de)(de)(de)(de)(de)知(zhi)(zhi)(zhi)識(shi)(shi)范疇(chou)各(ge)具特點，工科(ke)(ke)(ke)(ke)具有(you)(you)(you)鮮明(ming)的(de)(de)(de)(de)(de)應用傾(qing)向(xiang)，理(li)(li)(li)(li)(li)科(ke)(ke)(ke)(ke)很富(fu)學(xue)(xue)(xue)(xue)理(li)(li)(li)(li)(li)色彩(cai)，人(ren)文(wen)學(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)飽(bao)含人(ren)性(xing)(xing)拷問(wen)(wen)，社(she)會(hui)(hui)科(ke)(ke)(ke)(ke)學(xue)(xue)(xue)(xue)則充滿(man)對社(she)會(hui)(hui)關(guan)(guan)(guan)(guan)(guan)系(xi)的(de)(de)(de)(de)(de)揭示(shi)。工科(ke)(ke)(ke)(ke)的(de)(de)(de)(de)(de)應用傾(qing)向(xiang)表(biao)(biao)(biao)現在建(jian)造(zao)(zao)人(ren)為(wei)(wei)之物(wu)(wu)，工科(ke)(ke)(ke)(ke)知(zhi)(zhi)(zhi)識(shi)(shi)主要關(guan)(guan)(guan)(guan)(guan)注如(ru)何造(zao)(zao)出人(ren)為(wei)(wei)之物(wu)(wu)以及所造(zao)(zao)之物(wu)(wu)如(ru)何令人(ren)滿(man)意；文(wen)科(ke)(ke)(ke)(ke)的(de)(de)(de)(de)(de)人(ren)性(xing)(xing)拷問(wen)(wen)和(he)社(she)會(hui)(hui)關(guan)(guan)(guan)(guan)(guan)系(xi)揭示(shi)直指人(ren)的(de)(de)(de)(de)(de)內心世界(jie)和(he)社(she)會(hui)(hui)結構及其(qi)運(yun)(yun)行過程，人(ren)文(wen)社(she)會(hui)(hui)科(ke)(ke)(ke)(ke)學(xue)(xue)(xue)(xue)知(zhi)(zhi)(zhi)識(shi)(shi)主要關(guan)(guan)(guan)(guan)(guan)注人(ren)的(de)(de)(de)(de)(de)精神方面和(he)社(she)會(hui)(hui)組(zu)織的(de)(de)(de)(de)(de)功(gong)效。
第二，工(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)與(yu)(yu)(yu)人(ren)(ren)(ren)文社(she)(she)會(hui)(hui)科(ke)(ke)(ke)(ke)(ke)學之間具(ju)(ju)(ju)有(you)內(nei)在(zai)(zai)(zai)關聯性。盡管(guan)工(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)與(yu)(yu)(yu)人(ren)(ren)(ren)文社(she)(she)會(hui)(hui)科(ke)(ke)(ke)(ke)(ke)學在(zai)(zai)(zai)知(zhi)(zhi)識范式上存在(zai)(zai)(zai)明顯(xian)差(cha)別，但這并不(bu)(bu)能掩蓋或(huo)(huo)否認二者之間的(de)(de)(de)(de)(de)(de)(de)(de)內(nei)在(zai)(zai)(zai)關聯性。人(ren)(ren)(ren)類(lei)制(zhi)造(zao)(zao)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)(de)(de)(de)目(mu)的(de)(de)(de)(de)(de)(de)(de)(de)始終是(shi)(shi)為(wei)人(ren)(ren)(ren)服務的(de)(de)(de)(de)(de)(de)(de)(de)，這就是(shi)(shi)說，雖然工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)(de)(de)(de)建(jian)(jian)造(zao)(zao)主要(yao)(yao)得益(yi)于科(ke)(ke)(ke)(ke)(ke)學原理和(he)可(ke)用與(yu)(yu)(yu)便(bian)利的(de)(de)(de)(de)(de)(de)(de)(de)技(ji)(ji)(ji)術(shu)，但工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)本身不(bu)(bu)是(shi)(shi)目(mu)的(de)(de)(de)(de)(de)(de)(de)(de)，工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)建(jian)(jian)造(zao)(zao)所利用的(de)(de)(de)(de)(de)(de)(de)(de)科(ke)(ke)(ke)(ke)(ke)學與(yu)(yu)(yu)技(ji)(ji)(ji)術(shu)也只具(ju)(ju)(ju)有(you)工(gong)(gong)(gong)(gong)具(ju)(ju)(ju)的(de)(de)(de)(de)(de)(de)(de)(de)意義，人(ren)(ren)(ren)才是(shi)(shi)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)(de)(de)(de)中心(xin)。一切工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)都是(shi)(shi)為(wei)了(le)滿足人(ren)(ren)(ren)的(de)(de)(de)(de)(de)(de)(de)(de)需(xu)(xu)(xu)要(yao)(yao)而建(jian)(jian)造(zao)(zao)的(de)(de)(de)(de)(de)(de)(de)(de)。人(ren)(ren)(ren)的(de)(de)(de)(de)(de)(de)(de)(de)需(xu)(xu)(xu)要(yao)(yao)既體(ti)現在(zai)(zai)(zai)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)建(jian)(jian)造(zao)(zao)的(de)(de)(de)(de)(de)(de)(de)(de)目(mu)的(de)(de)(de)(de)(de)(de)(de)(de)上，還體(ti)現在(zai)(zai)(zai)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)(de)(de)(de)形(xing)態(tai)上。不(bu)(bu)論(lun)是(shi)(shi)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)(de)(de)(de)目(mu)的(de)(de)(de)(de)(de)(de)(de)(de)還是(shi)(shi)形(xing)態(tai)，都與(yu)(yu)(yu)人(ren)(ren)(ren)的(de)(de)(de)(de)(de)(de)(de)(de)精神需(xu)(xu)(xu)要(yao)(yao)和(he)人(ren)(ren)(ren)的(de)(de)(de)(de)(de)(de)(de)(de)認知(zhi)(zhi)水(shui)平密切關系。人(ren)(ren)(ren)的(de)(de)(de)(de)(de)(de)(de)(de)精神需(xu)(xu)(xu)要(yao)(yao)和(he)認知(zhi)(zhi)水(shui)平與(yu)(yu)(yu)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)科(ke)(ke)(ke)(ke)(ke)學技(ji)(ji)(ji)術(shu)的(de)(de)(de)(de)(de)(de)(de)(de)有(you)機結合，便(bian)使(shi)工(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)與(yu)(yu)(yu)人(ren)(ren)(ren)文社(she)(she)會(hui)(hui)科(ke)(ke)(ke)(ke)(ke)學之間具(ju)(ju)(ju)有(you)內(nei)在(zai)(zai)(zai)的(de)(de)(de)(de)(de)(de)(de)(de)關聯性，可(ke)以(yi)說，工(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)與(yu)(yu)(yu)人(ren)(ren)(ren)文社(she)(she)會(hui)(hui)科(ke)(ke)(ke)(ke)(ke)學一樣，他們(men)只是(shi)(shi)從(cong)不(bu)(bu)同的(de)(de)(de)(de)(de)(de)(de)(de)方面在(zai)(zai)(zai)表(biao)現或(huo)(huo)詮釋人(ren)(ren)(ren)和(he)社(she)(she)會(hui)(hui)，人(ren)(ren)(ren)的(de)(de)(de)(de)(de)(de)(de)(de)審(shen)美傾向(xiang)和(he)理想信念往往被投射到工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)(de)(de)(de)目(mu)的(de)(de)(de)(de)(de)(de)(de)(de)與(yu)(yu)(yu)形(xing)態(tai)上，社(she)(she)會(hui)(hui)的(de)(de)(de)(de)(de)(de)(de)(de)需(xu)(xu)(xu)要(yao)(yao)常常成(cheng)為(wei)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)建(jian)(jian)造(zao)(zao)的(de)(de)(de)(de)(de)(de)(de)(de)目(mu)的(de)(de)(de)(de)(de)(de)(de)(de)，人(ren)(ren)(ren)和(he)社(she)(she)會(hui)(hui)與(yu)(yu)(yu)工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)的(de)(de)(de)(de)(de)(de)(de)(de)有(you)機結合是(shi)(shi)工(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)不(bu)(bu)可(ke)或(huo)(huo)缺的(de)(de)(de)(de)(de)(de)(de)(de)組成(cheng)部分。
二、工科教育與工程教育及其他
工(gong)(gong)(gong)(gong)(gong)(gong)程教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)歷史(shi)比工(gong)(gong)(gong)(gong)(gong)(gong)科教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)更早(zao)。有學者認(ren)為，工(gong)(gong)(gong)(gong)(gong)(gong)程教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)與(yu)工(gong)(gong)(gong)(gong)(gong)(gong)程活動(dong)的(de)(de)(de)(de)(de)歷史(shi)一樣久遠，盡管(guan)早(zao)期(qi)工(gong)(gong)(gong)(gong)(gong)(gong)程教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)與(yu)現(xian)代(dai)工(gong)(gong)(gong)(gong)(gong)(gong)程教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)沒(mei)有什么直接關(guan)系(xi)，但(dan)現(xian)代(dai)工(gong)(gong)(gong)(gong)(gong)(gong)程教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)是(shi)從(cong)早(zao)期(qi)工(gong)(gong)(gong)(gong)(gong)(gong)程教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)一步(bu)一步(bu)演進而(er)(er)來(lai)的(de)(de)(de)(de)(de)。在現(xian)代(dai)高(gao)(gao)等教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)發(fa)展(zhan)中，工(gong)(gong)(gong)(gong)(gong)(gong)程知(zhi)(zhi)識的(de)(de)(de)(de)(de)學科化奠定(ding)了(le)工(gong)(gong)(gong)(gong)(gong)(gong)科教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)基礎。在很多(duo)人的(de)(de)(de)(de)(de)認(ren)知(zhi)(zhi)中，工(gong)(gong)(gong)(gong)(gong)(gong)科教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)與(yu)工(gong)(gong)(gong)(gong)(gong)(gong)程教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)沒(mei)有什么差別，只(zhi)是(shi)表達不同。其(qi)實，在我國高(gao)(gao)等教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)發(fa)展(zhan)中，一直存(cun)在是(shi)開(kai)展(zhan)工(gong)(gong)(gong)(gong)(gong)(gong)科教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)還是(shi)開(kai)展(zhan)工(gong)(gong)(gong)(gong)(gong)(gong)程教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)困局，工(gong)(gong)(gong)(gong)(gong)(gong)科教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)與(yu)工(gong)(gong)(gong)(gong)(gong)(gong)程教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)關(guan)系(xi)沒(mei)有理(li)順。還有一個非常(chang)特殊的(de)(de)(de)(de)(de)現(xian)象，即在高(gao)(gao)校(xiao)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)學工(gong)(gong)(gong)(gong)(gong)(gong)作中，工(gong)(gong)(gong)(gong)(gong)(gong)科教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)或工(gong)(gong)(gong)(gong)(gong)(gong)科教(jiao)(jiao)(jiao)(jiao)(jiao)學比較(jiao)常(chang)用(yong)，工(gong)(gong)(gong)(gong)(gong)(gong)程教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)用(yong)得(de)很少(shao)；但(dan)在相關(guan)的(de)(de)(de)(de)(de)研究文獻和(he)(he)學術(shu)(shu)討論中，使(shi)用(yong)工(gong)(gong)(gong)(gong)(gong)(gong)程教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)概(gai)(gai)念(nian)(nian)的(de)(de)(de)(de)(de)很多(duo)，使(shi)用(yong)工(gong)(gong)(gong)(gong)(gong)(gong)科教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)或工(gong)(gong)(gong)(gong)(gong)(gong)科教(jiao)(jiao)(jiao)(jiao)(jiao)學的(de)(de)(de)(de)(de)較(jiao)少(shao)。這種現(xian)象是(shi)否影響了(le)高(gao)(gao)校(xiao)工(gong)(gong)(gong)(gong)(gong)(gong)科教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)發(fa)展(zhan)，尚不得(de)而(er)(er)知(zhi)(zhi)，但(dan)它(ta)卻明(ming)確(que)地(di)表明(ming)工(gong)(gong)(gong)(gong)(gong)(gong)科教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)與(yu)工(gong)(gong)(gong)(gong)(gong)(gong)程教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)兩個概(gai)(gai)念(nian)(nian)有討論的(de)(de)(de)(de)(de)必(bi)要(yao)。此外，與(yu)工(gong)(gong)(gong)(gong)(gong)(gong)科教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)相關(guan)的(de)(de)(de)(de)(de)其(qi)他幾個概(gai)(gai)念(nian)(nian)，如技術(shu)(shu)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)、職業教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)、融合教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)等，也(ye)為人們(men)所關(guan)注。厘清它(ta)們(men)之間的(de)(de)(de)(de)(de)異同和(he)(he)關(guan)系(xi)對(dui)更好地(di)理(li)解工(gong)(gong)(gong)(gong)(gong)(gong)科教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)(yu)(yu)(yu)及其(qi)改革是(shi)有益的(de)(de)(de)(de)(de)。
(一)工科教育與工程(cheng)教育
工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)教育(yu)(yu)(yu)(yu)(yu)與(yu)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)教育(yu)(yu)(yu)(yu)(yu)之間的(de)(de)(de)(de)(de)(de)(de)關系可謂(wei)是(shi)剪不斷、理(li)(li)還亂。從(cong)道(dao)理(li)(li)上(shang)講，工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)教育(yu)(yu)(yu)(yu)(yu)與(yu)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)教育(yu)(yu)(yu)(yu)(yu)之間不應(ying)有鴻溝，它(ta)們應(ying)是(shi)一(yi)(yi)(yi)種以培(pei)養工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)人(ren)才(cai)為目標(biao)的(de)(de)(de)(de)(de)(de)(de)教育(yu)(yu)(yu)(yu)(yu)，只是(shi)站在(zai)(zai)(zai)(zai)(zai)(zai)不同(tong)角(jiao)(jiao)度(du)(du)的(de)(de)(de)(de)(de)(de)(de)兩(liang)種不同(tong)表(biao)述而已。工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)教育(yu)(yu)(yu)(yu)(yu)是(shi)站在(zai)(zai)(zai)(zai)(zai)(zai)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)(ke)角(jiao)(jiao)度(du)(du)而言的(de)(de)(de)(de)(de)(de)(de)，而工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)教育(yu)(yu)(yu)(yu)(yu)則是(shi)站在(zai)(zai)(zai)(zai)(zai)(zai)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)實踐(jian)角(jiao)(jiao)度(du)(du)表(biao)達的(de)(de)(de)(de)(de)(de)(de)，在(zai)(zai)(zai)(zai)(zai)(zai)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)人(ren)才(cai)培(pei)養中(zhong)(zhong)，工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)(ke)和(he)(he)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)實踐(jian)二(er)者缺一(yi)(yi)(yi)不可。所以，在(zai)(zai)(zai)(zai)(zai)(zai)歐(ou)(ou)美(mei)(mei)高校教育(yu)(yu)(yu)(yu)(yu)中(zhong)(zhong)，少見(jian)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)教育(yu)(yu)(yu)(yu)(yu)之說，多用(yong)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)教育(yu)(yu)(yu)(yu)(yu)這(zhe)一(yi)(yi)(yi)概念。在(zai)(zai)(zai)(zai)(zai)(zai)我國(guo)(guo)相關研(yan)究文(wen)獻中(zhong)(zhong)，少見(jian)歐(ou)(ou)美(mei)(mei)高校工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)教育(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)研(yan)究和(he)(he)介紹文(wen)章(zhang)，而一(yi)(yi)(yi)些學(xue)(xue)(xue)(xue)(xue)術(shu)期刊大量刊發的(de)(de)(de)(de)(de)(de)(de)是(shi)介紹歐(ou)(ou)美(mei)(mei)國(guo)(guo)家(jia)高校工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)教育(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)文(wen)章(zhang)，尤(you)其是(shi)關于美(mei)(mei)國(guo)(guo)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)教育(yu)(yu)(yu)(yu)(yu)改(gai)革研(yan)究的(de)(de)(de)(de)(de)(de)(de)成果。從(cong)這(zhe)個意義(yi)上(shang)講，工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)教育(yu)(yu)(yu)(yu)(yu)與(yu)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)教育(yu)(yu)(yu)(yu)(yu)之間的(de)(de)(de)(de)(de)(de)(de)糾結更(geng)多的(de)(de)(de)(de)(de)(de)(de)是(shi)我國(guo)(guo)高校教育(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)問題。這(zhe)樣講并不否認在(zai)(zai)(zai)(zai)(zai)(zai)歐(ou)(ou)美(mei)(mei)國(guo)(guo)家(jia)高校工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)教育(yu)(yu)(yu)(yu)(yu)中(zhong)(zhong)，也常(chang)常(chang)存在(zai)(zai)(zai)(zai)(zai)(zai)脫離工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)實踐(jian)，過(guo)于知識化、學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)(ke)化、理(li)(li)論化、校園化問題。我國(guo)(guo)高等教育(yu)(yu)(yu)(yu)(yu)是(shi)按學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)(ke)專業(ye)組織的(de)(de)(de)(de)(de)(de)(de)，在(zai)(zai)(zai)(zai)(zai)(zai)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)學(xue)(xue)(xue)(xue)(xue)門類(lei)中(zhong)(zhong)，設(she)有39個一(yi)(yi)(yi)級學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)(ke)，在(zai)(zai)(zai)(zai)(zai)(zai)一(yi)(yi)(yi)級學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)(ke)之下，開(kai)設(she)研(yan)究生教育(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)(ke)方向，也稱二(er)級學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)(ke)，同(tong)時設(she)立本科(ke)(ke)(ke)(ke)(ke)教育(yu)(yu)(yu)(yu)(yu)專業(ye)，接(jie)受這(zhe)些學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)(ke)方向和(he)(he)專業(ye)的(de)(de)(de)(de)(de)(de)(de)教育(yu)(yu)(yu)(yu)(yu)，可授(shou)予工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)學(xue)(xue)(xue)(xue)(xue)學(xue)(xue)(xue)(xue)(xue)位(wei)(wei)。此外，在(zai)(zai)(zai)(zai)(zai)(zai)理(li)(li)學(xue)(xue)(xue)(xue)(xue)、管理(li)(li)學(xue)(xue)(xue)(xue)(xue)和(he)(he)藝術(shu)學(xue)(xue)(xue)(xue)(xue)等學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)(ke)門類(lei)中(zhong)(zhong)，部分一(yi)(yi)(yi)級學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)(ke)可授(shou)予工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)學(xue)(xue)(xue)(xue)(xue)學(xue)(xue)(xue)(xue)(xue)位(wei)(wei)。在(zai)(zai)(zai)(zai)(zai)(zai)這(zhe)一(yi)(yi)(yi)套學(xue)(xue)(xue)(xue)(xue)科(ke)(ke)(ke)(ke)(ke)教育(yu)(yu)(yu)(yu)(yu)和(he)(he)學(xue)(xue)(xue)(xue)(xue)位(wei)(wei)體(ti)系之外，我國(guo)(guo)還在(zai)(zai)(zai)(zai)(zai)(zai)1997年和(he)(he)2011年設(she)置了工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)碩(shuo)士(shi)和(he)(he)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)博士(shi)學(xue)(xue)(xue)(xue)(xue)位(wei)(wei)，發展工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)學(xue)(xue)(xue)(xue)(xue)位(wei)(wei)研(yan)究生教育(yu)(yu)(yu)(yu)(yu)。如果單從(cong)學(xue)(xue)(xue)(xue)(xue)位(wei)(wei)設(she)置角(jiao)(jiao)度(du)(du)看，我國(guo)(guo)同(tong)時存在(zai)(zai)(zai)(zai)(zai)(zai)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)科(ke)(ke)(ke)(ke)(ke)教育(yu)(yu)(yu)(yu)(yu)和(he)(he)工(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)教育(yu)(yu)(yu)(yu)(yu)兩(liang)類(lei)教育(yu)(yu)(yu)(yu)(yu)，但實際(ji)情況卻(que)要復雜得(de)多。
實(shi)(shi)際上(shang)，我國(guo)高校(xiao)工(gong)(gong)(gong)(gong)(gong)(gong)科教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)，至(zhi)少在(zai)(zai)人(ren)才(cai)培(pei)(pei)養(yang)(yang)(yang)目(mu)(mu)標中(zhong)，表(biao)現出著眼于造就(jiu)(jiu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)人(ren)才(cai)。如某(mou)知名大學機(ji)械(xie)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)專業(ye)本科生培(pei)(pei)養(yang)(yang)(yang)目(mu)(mu)標是(shi)培(pei)(pei)養(yang)(yang)(yang)包(bao)括行業(ye)專家、引領(ling)人(ren)才(cai)、創(chuang)業(ye)先鋒和(he)具(ju)有(you)社會(hui)責(ze)任感的(de)(de)人(ren)，具(ju)體要(yao)(yao)(yao)求是(shi)：具(ju)有(you)廣闊的(de)(de)全球視(shi)野(ye)(ye)，在(zai)(zai)世界(jie)領(ling)先的(de)(de)學術機(ji)構或企業(ye)成為(wei)(wei)卓越的(de)(de)行業(ye)專家；將(jiang)會(hui)在(zai)(zai)機(ji)械(xie)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)領(ling)域(yu)及其他領(ling)域(yu)成為(wei)(wei)具(ju)有(you)國(guo)際化視(shi)野(ye)(ye)的(de)(de)引領(ling)人(ren)才(cai)；將(jiang)成為(wei)(wei)帶動(dong)國(guo)內外(wai)技術、經濟及社會(hui)創(chuang)新的(de)(de)創(chuang)業(ye)者；熱(re)愛機(ji)械(xie)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)并具(ju)有(you)高度的(de)(de)社會(hui)責(ze)任感，并能改進(jin)制造行業(ye)，推動(dong)產業(ye)的(de)(de)發展。這(zhe)(zhe)是(shi)不(bu)是(shi)就(jiu)(jiu)意味著工(gong)(gong)(gong)(gong)(gong)(gong)科教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)與工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)就(jiu)(jiu)自然而然地(di)合(he)(he)為(wei)(wei)一體，沒有(you)差別或鴻溝了(le)呢?其實(shi)(shi)不(bu)然，工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)實(shi)(shi)踐(jian)在(zai)(zai)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)人(ren)才(cai)培(pei)(pei)養(yang)(yang)(yang)中(zhong)占有(you)舉(ju)足輕重(zhong)的(de)(de)地(di)位(wei)，培(pei)(pei)養(yang)(yang)(yang)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)人(ren)才(cai)需要(yao)(yao)(yao)相(xiang)關(guan)企事(shi)(shi)業(ye)單(dan)位(wei)提供工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)實(shi)(shi)踐(jian)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)條件并予以配(pei)合(he)(he)。正是(shi)在(zai)(zai)這(zhe)(zhe)一教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)環節(jie)出了(le)問題，不(bu)少高校(xiao)因為(wei)(wei)找不(bu)到必要(yao)(yao)(yao)而充分(fen)的(de)(de)愿(yuan)意合(he)(he)作的(de)(de)企事(shi)(shi)業(ye)單(dan)位(wei)，要(yao)(yao)(yao)么將(jiang)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)實(shi)(shi)踐(jian)放在(zai)(zai)校(xiao)內簡便(bian)從事(shi)(shi)，要(yao)(yao)(yao)么在(zai)(zai)相(xiang)關(guan)企事(shi)(shi)業(ye)單(dan)位(wei)壓縮(suo)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)實(shi)(shi)踐(jian)的(de)(de)時間(jian)和(he)內容(rong)而匆(cong)忙應付，工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)實(shi)(shi)踐(jian)嚴重(zhong)不(bu)足，達不(bu)到培(pei)(pei)養(yang)(yang)(yang)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)人(ren)才(cai)的(de)(de)目(mu)(mu)的(de)(de)。缺少了(le)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)實(shi)(shi)踐(jian)，或者工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)實(shi)(shi)踐(jian)達不(bu)到要(yao)(yao)(yao)求，這(zhe)(zhe)樣(yang)的(de)(de)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)顯然不(bu)能稱(cheng)之為(wei)(wei)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)，這(zhe)(zhe)樣(yang)就(jiu)(jiu)出現了(le)工(gong)(gong)(gong)(gong)(gong)(gong)科教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)與工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)分(fen)野(ye)(ye)，將(jiang)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)從工(gong)(gong)(gong)(gong)(gong)(gong)科教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)中(zhong)剝離出來，導致(zhi)工(gong)(gong)(gong)(gong)(gong)(gong)科教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)學科化傾向，這(zhe)(zhe)樣(yang)的(de)(de)人(ren)才(cai)培(pei)(pei)養(yang)(yang)(yang)與工(gong)(gong)(gong)(gong)(gong)(gong)科教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)宗旨是(shi)不(bu)相(xiang)符的(de)(de)。
(二(er))工科教(jiao)育與技術教(jiao)育
工科教育(yu)和技術教育(yu)是現代高(gao)等教育(yu)的重要組成部分(fen)，在我(wo)國(guo)又具有特別重要的意(yi)義，我(wo)國(guo)高(gao)校(xiao)工科辦學(xue)規(gui)模占普通高(gao)等教育(yu)總規(gui)模的1/3以上。
工(gong)(gong)科(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)必(bi)有(you)技(ji)(ji)術(shu)教(jiao)(jiao)(jiao)育(yu)(yu)。工(gong)(gong)科(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)必(bi)須有(you)科(ke)(ke)學理論知(zhi)識(shi)教(jiao)(jiao)(jiao)育(yu)(yu)，也(ye)離不開技(ji)(ji)術(shu)教(jiao)(jiao)(jiao)育(yu)(yu)。如上所述，工(gong)(gong)科(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)是(shi)建立在工(gong)(gong)程知(zhi)識(shi)基礎上的(de)(de)(de)(de)，工(gong)(gong)程知(zhi)識(shi)中(zhong)就(jiu)(jiu)包含了技(ji)(ji)術(shu)。技(ji)(ji)術(shu)是(shi)人(ren)們(men)利用現(xian)(xian)有(you)事物造就(jiu)(jiu)新(xin)事物，或改變(bian)現(xian)(xian)有(you)事物性能與功能的(de)(de)(de)(de)方(fang)法(fa)(fa)(fa)及方(fang)法(fa)(fa)(fa)原理。也(ye)就(jiu)(jiu)是(shi)說(shuo)，技(ji)(ji)術(shu)是(shi)作用于物質、產(chan)(chan)(chan)品(pin)或項(xiang)目的(de)(de)(de)(de)方(fang)法(fa)(fa)(fa)和方(fang)法(fa)(fa)(fa)原理，它(ta)既(ji)有(you)單純的(de)(de)(de)(de)一面，又有(you)復雜的(de)(de)(de)(de)一面。工(gong)(gong)科(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)中(zhong)開展(zhan)的(de)(de)(de)(de)CDIO教(jiao)(jiao)(jiao)學改革(ge)，實際上是(shi)在教(jiao)(jiao)(jiao)學過程中(zhong)將發現(xian)(xian)技(ji)(ji)術(shu)、設(she)計(ji)技(ji)(ji)術(shu)、制造技(ji)(ji)術(shu)和運行技(ji)(ji)術(shu)組合(he)起(qi)來，培養(yang)學生解決工(gong)(gong)程生產(chan)(chan)(chan)問題能力的(de)(de)(de)(de)改革(ge)，它(ta)比(bi)較真(zhen)切地反映了工(gong)(gong)程與技(ji)(ji)術(shu)之(zhi)間的(de)(de)(de)(de)復雜關(guan)系(xi)。技(ji)(ji)術(shu)具有(you)多層(ceng)面的(de)(de)(de)(de)特點，而(er)且多層(ceng)面的(de)(de)(de)(de)技(ji)(ji)術(shu)既(ji)相(xiang)(xiang)關(guan)聯又相(xiang)(xiang)區別。可以說(shuo)，技(ji)(ji)術(shu)教(jiao)(jiao)(jiao)育(yu)(yu)是(shi)工(gong)(gong)科(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)(de)(de)關(guan)鍵，技(ji)(ji)術(shu)教(jiao)(jiao)(jiao)育(yu)(yu)往(wang)往(wang)遵循(xun)產(chan)(chan)(chan)品(pin)或項(xiang)目的(de)(de)(de)(de)技(ji)(ji)術(shu)體系(xi)構(gou)建一個完整的(de)(de)(de)(de)人(ren)才培養(yang)體系(xi)，以保證工(gong)(gong)科(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)能夠(gou)滿足(zu)全產(chan)(chan)(chan)業(ye)鏈生產(chan)(chan)(chan)對專門(men)技(ji)(ji)術(shu)人(ren)才的(de)(de)(de)(de)需(xu)要。
這里有(you)(you)必要用點筆墨討論工(gong)科(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)與職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)或(huo)職(zhi)(zhi)業(ye)(ye)(ye)技(ji)術(shu)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)關(guan)系。有(you)(you)人可能認為，工(gong)科(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)比(bi)職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)要更加高(gao)大上，職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)是層(ceng)次(ci)(ci)(ci)較(jiao)低的(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)，地位(wei)也(ye)較(jiao)低。應該說(shuo)，這個認識(shi)有(you)(you)它(ta)(ta)合理的(de)(de)(de)一(yi)面(mian)，也(ye)有(you)(you)它(ta)(ta)片面(mian)的(de)(de)(de)一(yi)面(mian)。說(shuo)它(ta)(ta)合理，是因(yin)為職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)確實有(you)(you)層(ceng)次(ci)(ci)(ci)的(de)(de)(de)差別，一(yi)般劃(hua)分為初等職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)、中(zhong)(zhong)等職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)和高(gao)等職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)，而工(gong)科(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)卻(que)是高(gao)等教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)一(yi)部分，沒有(you)(you)初等和中(zhong)(zhong)等工(gong)科(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)之說(shuo)。所以(yi)，只有(you)(you)高(gao)等職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)中(zhong)(zhong)與工(gong)程技(ji)術(shu)有(you)(you)關(guan)的(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)才屬于工(gong)科(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)，而初等和中(zhong)(zhong)等職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)中(zhong)(zhong)的(de)(de)(de)技(ji)術(shu)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)與訓(xun)練卻(que)不能劃(hua)入工(gong)科(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)范(fan)疇(chou)。說(shuo)它(ta)(ta)片面(mian)，是因(yin)為教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)本身的(de)(de)(de)層(ceng)次(ci)(ci)(ci)并(bing)沒有(you)(you)高(gao)低貴賤之分，不同層(ceng)次(ci)(ci)(ci)的(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)是根(gen)據青少(shao)年(nian)不同年(nian)齡(ling)特征(zheng)和身心發展需要所實施的(de)(de)(de)，它(ta)(ta)們(men)都(dou)是教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)體(ti)系不可缺(que)少(shao)的(de)(de)(de)。
(三)工科(ke)教(jiao)育(yu)與文科(ke)教(jiao)育(yu)
工(gong)(gong)(gong)(gong)科(ke)(ke)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)與文(wen)(wen)科(ke)(ke)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)能(neng)(neng)夠走(zou)向融合嗎?很多(duo)人(ren)的(de)(de)(de)(de)(de)答(da)案可(ke)能(neng)(neng)都是(shi)(shi)：不(bu)可(ke)能(neng)(neng)。因為，工(gong)(gong)(gong)(gong)科(ke)(ke)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)與文(wen)(wen)科(ke)(ke)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)目的(de)(de)(de)(de)(de)和形(xing)式存在(zai)(zai)(zai)顯(xian)著(zhu)差異，各(ge)有不(bu)同的(de)(de)(de)(de)(de)要求，采(cai)用了不(bu)同的(de)(de)(de)(de)(de)組(zu)織方(fang)式，最顯(xian)著(zhu)的(de)(de)(de)(de)(de)差別就是(shi)(shi)工(gong)(gong)(gong)(gong)科(ke)(ke)實驗(yan)室和工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)訓(xun)練中心(xin)是(shi)(shi)工(gong)(gong)(gong)(gong)科(ke)(ke)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)的(de)(de)(de)(de)(de)標配，文(wen)(wen)科(ke)(ke)更看重田野調(diao)查(cha)和社會實踐(jian)(jian)，也(ye)可(ke)能(neng)(neng)有實驗(yan)室和創新中心(xin)等設施，但無論(lun)在(zai)(zai)(zai)教(jiao)(jiao)學(xue)(xue)要求還是(shi)(shi)在(zai)(zai)(zai)組(zu)織實施過程(cheng)(cheng)(cheng)上，差別都是(shi)(shi)很大的(de)(de)(de)(de)(de)。工(gong)(gong)(gong)(gong)科(ke)(ke)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)特(te)別重視(shi)學(xue)(xue)生工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)能(neng)(neng)力(li)的(de)(de)(de)(de)(de)訓(xun)練和培(pei)(pei)(pei)養，盡管(guan)也(ye)強調(diao)科(ke)(ke)學(xue)(xue)理(li)論(lun)和工(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)思想的(de)(de)(de)(de)(de)學(xue)(xue)習(xi)，但這(zhe)種學(xue)(xue)習(xi)主要是(shi)(shi)為技(ji)(ji)(ji)術(shu)的(de)(de)(de)(de)(de)學(xue)(xue)習(xi)和應用服(fu)務的(de)(de)(de)(de)(de)。傳統的(de)(de)(de)(de)(de)文(wen)(wen)科(ke)(ke)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)少(shao)有技(ji)(ji)(ji)術(shu)訓(xun)練和學(xue)(xue)習(xi)，即(ji)便有也(ye)是(shi)(shi)比較(jiao)簡(jian)單的(de)(de)(de)(de)(de)，以(yi)了解或涉獵為目的(de)(de)(de)(de)(de)；新文(wen)(wen)科(ke)(ke)或現(xian)代文(wen)(wen)科(ke)(ke)重視(shi)信息技(ji)(ji)(ji)術(shu)的(de)(de)(de)(de)(de)學(xue)(xue)習(xi)和應用，但技(ji)(ji)(ji)術(shu)的(de)(de)(de)(de)(de)學(xue)(xue)習(xi)不(bu)是(shi)(shi)主要目的(de)(de)(de)(de)(de)，學(xue)(xue)習(xi)技(ji)(ji)(ji)術(shu)主要還是(shi)(shi)為了豐富和強化認識自我(wo)和社會的(de)(de)(de)(de)(de)能(neng)(neng)力(li)。所以(yi)，工(gong)(gong)(gong)(gong)科(ke)(ke)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)和文(wen)(wen)科(ke)(ke)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)有著(zhu)各(ge)自不(bu)同的(de)(de)(de)(de)(de)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)邏輯，在(zai)(zai)(zai)長期(qi)的(de)(de)(de)(de)(de)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)實踐(jian)(jian)中，建構了各(ge)具(ju)特(te)點(dian)的(de)(de)(de)(de)(de)人(ren)才培(pei)(pei)(pei)養體系(xi)。而且在(zai)(zai)(zai)高校(xiao)(xiao)的(de)(de)(de)(de)(de)人(ren)才培(pei)(pei)(pei)養工(gong)(gong)(gong)(gong)作中，兩套(tao)教(jiao)(jiao)育(yu)(yu)(yu)(yu)(yu)體系(xi)相對獨立(li)。借用C P 斯(si)諾的(de)(de)(de)(de)(de)表述，這(zhe)種狀(zhuang)況便是(shi)(shi)高校(xiao)(xiao)存在(zai)(zai)(zai)的(de)(de)(de)(de)(de)“兩種文(wen)(wen)化”：高校(xiao)(xiao)存在(zai)(zai)(zai)兩個團體，它們的(de)(de)(de)(de)(de)智能(neng)(neng)可(ke)以(yi)相互媲美，其他方(fang)面(mian)也(ye)大同小異，但同在(zai)(zai)(zai)一個屋檐(yan)下，卻幾乎沒有交往，無論(lun)是(shi)(shi)在(zai)(zai)(zai)智力(li)、道德(de)和心(xin)理(li)狀(zhuang)態方(fang)面(mian)都很少(shao)共同性。
盡管斯諾的(de)(de)(de)(de)(de)(de)兩種文(wen)化觀可(ke)以(yi)(yi)反(fan)映工(gong)(gong)(gong)科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)與(yu)文(wen)科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)目(mu)(mu)的(de)(de)(de)(de)(de)(de)和(he)(he)(he)(he)形式的(de)(de)(de)(de)(de)(de)差(cha)異，但忽視(shi)或無視(shi)他們之間(jian)的(de)(de)(de)(de)(de)(de)有(you)(you)機聯系，是(shi)(shi)(shi)不(bu)(bu)(bu)應該的(de)(de)(de)(de)(de)(de)。看不(bu)(bu)(bu)到(dao)二(er)者之間(jian)的(de)(de)(de)(de)(de)(de)有(you)(you)機聯系，不(bu)(bu)(bu)僅無助于(yu)(yu)兩類教(jiao)(jiao)(jiao)育(yu)(yu)各自(zi)提(ti)高辦學(xue)水平、提(ti)高人(ren)(ren)才培養(yang)質量，而且無助于(yu)(yu)高校整體提(ti)高人(ren)(ren)才培養(yang)水平，無助于(yu)(yu)高等(deng)教(jiao)(jiao)(jiao)育(yu)(yu)整體質量的(de)(de)(de)(de)(de)(de)提(ti)高。工(gong)(gong)(gong)程(cheng)不(bu)(bu)(bu)只(zhi)是(shi)(shi)(shi)科(ke)(ke)(ke)(ke)學(xue)與(yu)技(ji)術(shu)(shu)的(de)(de)(de)(de)(de)(de)組(zu)合(he)，還包(bao)括(kuo)了(le)(le)人(ren)(ren)文(wen)和(he)(he)(he)(he)社(she)(she)會(hui)的(de)(de)(de)(de)(de)(de)關懷與(yu)憧憬，所以(yi)(yi)工(gong)(gong)(gong)科(ke)(ke)(ke)(ke)也(ye)不(bu)(bu)(bu)只(zhi)是(shi)(shi)(shi)科(ke)(ke)(ke)(ke)學(xue)和(he)(he)(he)(he)技(ji)術(shu)(shu)結晶，還包(bao)括(kuo)了(le)(le)人(ren)(ren)文(wen)精(jing)神與(yu)社(she)(she)會(hui)品(pin)格的(de)(de)(de)(de)(de)(de)陶鑄，融(rong)入了(le)(le)人(ren)(ren)與(yu)社(she)(she)會(hui)的(de)(de)(de)(de)(de)(de)精(jing)神價值。這就(jiu)(jiu)(jiu)是(shi)(shi)(shi)說，工(gong)(gong)(gong)科(ke)(ke)(ke)(ke)本身(shen)就(jiu)(jiu)(jiu)是(shi)(shi)(shi)科(ke)(ke)(ke)(ke)學(xue)技(ji)術(shu)(shu)與(yu)人(ren)(ren)文(wen)社(she)(she)科(ke)(ke)(ke)(ke)有(you)(you)機結合(he)的(de)(de)(de)(de)(de)(de)產物(wu)(wu)，工(gong)(gong)(gong)科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)中的(de)(de)(de)(de)(de)(de)科(ke)(ke)(ke)(ke)學(xue)技(ji)術(shu)(shu)既包(bao)含了(le)(le)自(zi)然和(he)(he)(he)(he)人(ren)(ren)造物(wu)(wu)的(de)(de)(de)(de)(de)(de)知(zhi)識，又包(bao)含了(le)(le)工(gong)(gong)(gong)程(cheng)與(yu)人(ren)(ren)文(wen)精(jing)神和(he)(he)(he)(he)社(she)(she)會(hui)價值有(you)(you)機融(rong)合(he)的(de)(de)(de)(de)(de)(de)知(zhi)識。如果把工(gong)(gong)(gong)科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)看作只(zhi)是(shi)(shi)(shi)單純的(de)(de)(de)(de)(de)(de)科(ke)(ke)(ke)(ke)學(xue)與(yu)技(ji)術(shu)(shu)的(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)育(yu)(yu)，那就(jiu)(jiu)(jiu)背離了(le)(le)工(gong)(gong)(gong)程(cheng)的(de)(de)(de)(de)(de)(de)本意，脫離了(le)(le)工(gong)(gong)(gong)科(ke)(ke)(ke)(ke)的(de)(de)(de)(de)(de)(de)基礎，只(zhi)看到(dao)了(le)(le)工(gong)(gong)(gong)程(cheng)的(de)(de)(de)(de)(de)(de)形，而未能抓住(zhu)工(gong)(gong)(gong)程(cheng)和(he)(he)(he)(he)工(gong)(gong)(gong)科(ke)(ke)(ke)(ke)的(de)(de)(de)(de)(de)(de)實。從(cong)這個意義上講，工(gong)(gong)(gong)程(cheng)教(jiao)(jiao)(jiao)育(yu)(yu)與(yu)文(wen)科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)之間(jian)是(shi)(shi)(shi)內(nei)在關聯的(de)(de)(de)(de)(de)(de)。此外，高等(deng)教(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)(de)(de)(de)(de)終極目(mu)(mu)的(de)(de)(de)(de)(de)(de)在于(yu)(yu)培養(yang)德智體美勞全面(mian)發(fa)展的(de)(de)(de)(de)(de)(de)人(ren)(ren)才，顯然，孤立的(de)(de)(de)(de)(de)(de)工(gong)(gong)(gong)科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)和(he)(he)(he)(he)文(wen)科(ke)(ke)(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)都不(bu)(bu)(bu)利(li)于(yu)(yu)高校培養(yang)全面(mian)發(fa)展的(de)(de)(de)(de)(de)(de)人(ren)(ren)才，加強工(gong)(gong)(gong)文(wen)融(rong)合(he)，開展融(rong)合(he)教(jiao)(jiao)(jiao)育(yu)(yu)，是(shi)(shi)(shi)造就(jiu)(jiu)(jiu)新(xin)工(gong)(gong)(gong)科(ke)(ke)(ke)(ke)人(ren)(ren)才和(he)(he)(he)(he)新(xin)文(wen)科(ke)(ke)(ke)(ke)人(ren)(ren)才的(de)(de)(de)(de)(de)(de)重要(yao)路徑(jing)。
三、工科教育與工程教育改革及其他
工(gong)(gong)(gong)(gong)科(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)和(he)(he)(he)(he)工(gong)(gong)(gong)(gong)程(cheng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)都是(shi)在(zai)社(she)會(hui)工(gong)(gong)(gong)(gong)業化(hua)(hua)進程(cheng)中發(fa)展(zhan)(zhan)(zhan)(zhan)起來的(de)(de)(de)(de)，與社(she)會(hui)生(sheng)(sheng)(sheng)產和(he)(he)(he)(he)生(sheng)(sheng)(sheng)活有著千絲萬縷的(de)(de)(de)(de)聯系(xi)，社(she)會(hui)各(ge)(ge)行各(ge)(ge)業生(sheng)(sheng)(sheng)產和(he)(he)(he)(he)發(fa)展(zhan)(zhan)(zhan)(zhan)所(suo)需(xu)要(yao)(yao)的(de)(de)(de)(de)工(gong)(gong)(gong)(gong)程(cheng)技術人才都需(xu)要(yao)(yao)通過工(gong)(gong)(gong)(gong)科(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)和(he)(he)(he)(he)工(gong)(gong)(gong)(gong)程(cheng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)來培(pei)(pei)養(yang)。也(ye)即社(she)會(hui)各(ge)(ge)行各(ge)(ge)業生(sheng)(sheng)(sheng)產和(he)(he)(he)(he)發(fa)展(zhan)(zhan)(zhan)(zhan)既是(shi)工(gong)(gong)(gong)(gong)科(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)和(he)(he)(he)(he)工(gong)(gong)(gong)(gong)程(cheng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)發(fa)展(zhan)(zhan)(zhan)(zhan)的(de)(de)(de)(de)動力源泉，同(tong)時(shi)又是(shi)其所(suo)培(pei)(pei)養(yang)人才的(de)(de)(de)(de)落腳點，社(she)會(hui)各(ge)(ge)行各(ge)(ge)業生(sheng)(sheng)(sheng)產和(he)(he)(he)(he)發(fa)展(zhan)(zhan)(zhan)(zhan)的(de)(de)(de)(de)轉(zhuan)型升級發(fa)展(zhan)(zhan)(zhan)(zhan)有賴于(yu)工(gong)(gong)(gong)(gong)科(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)和(he)(he)(he)(he)工(gong)(gong)(gong)(gong)程(cheng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)培(pei)(pei)養(yang)人才的(de)(de)(de)(de)素(su)質(zhi)和(he)(he)(he)(he)能力。因此，工(gong)(gong)(gong)(gong)科(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)和(he)(he)(he)(he)工(gong)(gong)(gong)(gong)程(cheng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)只有與社(she)會(hui)生(sheng)(sheng)(sheng)產和(he)(he)(he)(he)生(sheng)(sheng)(sheng)活保持同(tong)頻共振，形(xing)成相輔相成、協同(tong)發(fa)展(zhan)(zhan)(zhan)(zhan)的(de)(de)(de)(de)格局，才能真(zhen)正體現(xian)其價值，發(fa)揮(hui)其作用。改(gai)革(ge)開放(fang)以來，我(wo)國各(ge)(ge)行各(ge)(ge)業生(sheng)(sheng)(sheng)產和(he)(he)(he)(he)社(she)會(hui)生(sheng)(sheng)(sheng)活已經(jing)發(fa)生(sheng)(sheng)(sheng)了(le)翻天覆(fu)地的(de)(de)(de)(de)變(bian)化(hua)(hua)，現(xian)代化(hua)(hua)水(shui)平不(bu)斷提高(gao)(gao)，高(gao)(gao)等(deng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)不(bu)僅實現(xian)了(le)從精(jing)英化(hua)(hua)向大眾化(hua)(hua)發(fa)展(zhan)(zhan)(zhan)(zhan)，而且走向了(le)普及(ji)化(hua)(hua)，工(gong)(gong)(gong)(gong)科(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)和(he)(he)(he)(he)工(gong)(gong)(gong)(gong)程(cheng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)(de)(de)環(huan)境已然改(gai)變(bian)，社(she)會(hui)生(sheng)(sheng)(sheng)產和(he)(he)(he)(he)生(sheng)(sheng)(sheng)活對高(gao)(gao)等(deng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)提出(chu)了(le)新要(yao)(yao)求，改(gai)革(ge)是(shi)工(gong)(gong)(gong)(gong)科(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)和(he)(he)(he)(he)工(gong)(gong)(gong)(gong)程(cheng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)不(bu)能回避的(de)(de)(de)(de)重大課題。實際上(shang)，我(wo)國高(gao)(gao)等(deng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)，包(bao)括工(gong)(gong)(gong)(gong)科(ke)(ke)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)和(he)(he)(he)(he)工(gong)(gong)(gong)(gong)程(cheng)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)在(zai)內(nei)，從未停下改(gai)革(ge)的(de)(de)(de)(de)腳步，但毋庸諱言(yan)，還遠(yuan)遠(yuan)沒有取(qu)得令人滿意的(de)(de)(de)(de)效果。
(一)推進(jin)工(gong)科教育與工(gong)程教育一體化
工(gong)(gong)(gong)科(ke)(ke)(ke)教(jiao)育與工(gong)(gong)(gong)程(cheng)(cheng)(cheng)教(jiao)育本來是(shi)一(yi)(yi)體兩(liang)面，不可(ke)分割，但因(yin)為一(yi)(yi)些主客(ke)觀(guan)因(yin)素(su)的影響，二者(zhe)之間硬生(sheng)生(sheng)地被(bei)植入(ru)了一(yi)(yi)道鴻溝，導(dao)致(zhi)工(gong)(gong)(gong)科(ke)(ke)(ke)教(jiao)育中的工(gong)(gong)(gong)程(cheng)(cheng)(cheng)教(jiao)育成了調味品，工(gong)(gong)(gong)程(cheng)(cheng)(cheng)教(jiao)育能省(sheng)則(ze)省(sheng)，要求簡單化(hua)，很多甚至(zhi)流于(yu)(yu)形(xing)式、走(zou)過場(chang)。工(gong)(gong)(gong)科(ke)(ke)(ke)教(jiao)育的校園化(hua)、學(xue)院化(hua)和(he)學(xue)究化(hua)傾向(xiang)明(ming)顯(xian)，導(dao)致(zhi)工(gong)(gong)(gong)科(ke)(ke)(ke)教(jiao)育過度(du)(du)學(xue)科(ke)(ke)(ke)化(hua)，閉門造車，脫離實(shi)際社(she)會(hui)生(sheng)產(chan)(chan)和(he)生(sheng)活。工(gong)(gong)(gong)科(ke)(ke)(ke)教(jiao)育與工(gong)(gong)(gong)程(cheng)(cheng)(cheng)教(jiao)育分離的人才培(pei)養(yang)模式背離了工(gong)(gong)(gong)科(ke)(ke)(ke)教(jiao)育的實(shi)質，不利于(yu)(yu)造就(jiu)高質量工(gong)(gong)(gong)程(cheng)(cheng)(cheng)技術人才，有礙(ai)于(yu)(yu)高等教(jiao)育適應(ying)經濟社(she)會(hui)發展(zhan)的要求。改(gai)革(ge)工(gong)(gong)(gong)科(ke)(ke)(ke)教(jiao)育和(he)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)教(jiao)育，高校應(ying)當正視工(gong)(gong)(gong)科(ke)(ke)(ke)教(jiao)育和(he)工(gong)(gong)(gong)程(cheng)(cheng)(cheng)教(jiao)育兩(liang)分的問題，以培(pei)養(yang)高質量工(gong)(gong)(gong)程(cheng)(cheng)(cheng)技術人才、提升(sheng)各行各業生(sheng)產(chan)(chan)與社(she)會(hui)生(sheng)活現代化(hua)水平(ping)為目的，扭轉過度(du)(du)學(xue)科(ke)(ke)(ke)化(hua)傾向(xiang)，推(tui)動(dong)二者(zhe)由分離走(zou)向(xiang)統(tong)一(yi)(yi)。
理(li)(li)(li)論(lun)聯(lian)系實(shi)(shi)際(ji)是(shi)工(gong)(gong)(gong)(gong)(gong)(gong)科(ke)(ke)教(jiao)育的(de)(de)(de)(de)(de)基本(ben)原則。只有(you)將(jiang)科(ke)(ke)學(xue)(xue)(xue)原理(li)(li)(li)和(he)(he)技術思想(xiang)與(yu)(yu)(yu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)實(shi)(shi)踐(jian)(jian)(jian)有(you)機結合(he)，方(fang)能(neng)更(geng)好(hao)地(di)培(pei)養(yang)工(gong)(gong)(gong)(gong)(gong)(gong)科(ke)(ke)學(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)(de)現實(shi)(shi)問(wen)題(ti)(ti)意(yi)識(shi)(shi)、工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)思維能(neng)力(li)和(he)(he)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)實(shi)(shi)踐(jian)(jian)(jian)能(neng)力(li)。毫無(wu)疑問(wen)，工(gong)(gong)(gong)(gong)(gong)(gong)科(ke)(ke)知(zhi)識(shi)(shi)本(ben)身(shen)具有(you)鮮明的(de)(de)(de)(de)(de)應(ying)(ying)用(yong)性，前人(ren)(ren)無(wu)數的(de)(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)實(shi)(shi)踐(jian)(jian)(jian)是(shi)工(gong)(gong)(gong)(gong)(gong)(gong)科(ke)(ke)知(zhi)識(shi)(shi)的(de)(de)(de)(de)(de)源(yuan)泉，但對于新一(yi)代的(de)(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)技術人(ren)(ren)才(cai)培(pei)養(yang)來(lai)(lai)講，他們(men)的(de)(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)體(ti)(ti)驗和(he)(he)感覺除了可以在(zai)校園(yuan)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)訓(xun)練(lian)環境中培(pei)養(yang)外(wai)，更(geng)需要(yao)(yao)在(zai)現場真實(shi)(shi)的(de)(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)實(shi)(shi)踐(jian)(jian)(jian)活動中訓(xun)練(lian)。加強理(li)(li)(li)論(lun)與(yu)(yu)(yu)實(shi)(shi)際(ji)的(de)(de)(de)(de)(de)聯(lian)系，一(yi)方(fang)面，工(gong)(gong)(gong)(gong)(gong)(gong)科(ke)(ke)教(jiao)學(xue)(xue)(xue)應(ying)(ying)當更(geng)多地(di)關(guan)照工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)實(shi)(shi)踐(jian)(jian)(jian)，將(jiang)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)實(shi)(shi)踐(jian)(jian)(jian)問(wen)題(ti)(ti)遷移到課堂(tang)和(he)(he)實(shi)(shi)訓(xun)中心，使學(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)(de)理(li)(li)(li)論(lun)學(xue)(xue)(xue)習(xi)不是(shi)單純的(de)(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)(gong)學(xue)(xue)(xue)知(zhi)識(shi)(shi)學(xue)(xue)(xue)習(xi)，而能(neng)在(zai)理(li)(li)(li)論(lun)學(xue)(xue)(xue)習(xi)中體(ti)(ti)會實(shi)(shi)踐(jian)(jian)(jian)的(de)(de)(de)(de)(de)要(yao)(yao)求(qiu)，理(li)(li)(li)解實(shi)(shi)踐(jian)(jian)(jian)的(de)(de)(de)(de)(de)復(fu)雜性，認(ren)識(shi)(shi)理(li)(li)(li)論(lun)的(de)(de)(de)(de)(de)實(shi)(shi)踐(jian)(jian)(jian)意(yi)義；在(zai)實(shi)(shi)踐(jian)(jian)(jian)過程(cheng)中感受理(li)(li)(li)論(lun)與(yu)(yu)(yu)實(shi)(shi)際(ji)的(de)(de)(de)(de)(de)差(cha)異(yi)，領悟理(li)(li)(li)論(lun)與(yu)(yu)(yu)實(shi)(shi)踐(jian)(jian)(jian)結合(he)的(de)(de)(de)(de)(de)價值(zhi)，鍛煉應(ying)(ying)用(yong)理(li)(li)(li)論(lun)解決實(shi)(shi)際(ji)問(wen)題(ti)(ti)的(de)(de)(de)(de)(de)綜(zong)合(he)素養(yang)與(yu)(yu)(yu)能(neng)力(li)。另一(yi)方(fang)面，應(ying)(ying)當組織(zhi)學(xue)(xue)(xue)生(sheng)參與(yu)(yu)(yu)現實(shi)(shi)的(de)(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)實(shi)(shi)踐(jian)(jian)(jian)，使他們(men)將(jiang)所學(xue)(xue)(xue)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)理(li)(li)(li)論(lun)知(zhi)識(shi)(shi)與(yu)(yu)(yu)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)問(wen)題(ti)(ti)解決結合(he)起來(lai)(lai)。這是(shi)培(pei)養(yang)高(gao)質(zhi)量工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)技術人(ren)(ren)才(cai)的(de)(de)(de)(de)(de)必由(you)之路。讓學(xue)(xue)(xue)生(sheng)走(zou)出校園(yuan)，深入(ru)工(gong)(gong)(gong)(gong)(gong)(gong)廠(chang)企業機關(guan)，直接(jie)參與(yu)(yu)(yu)現場生(sheng)產技術和(he)(he)管(guan)理(li)(li)(li)工(gong)(gong)(gong)(gong)(gong)(gong)作(zuo)，將(jiang)課堂(tang)上學(xue)(xue)(xue)習(xi)研(yan)討的(de)(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)理(li)(li)(li)論(lun)和(he)(he)技術知(zhi)識(shi)(shi)應(ying)(ying)用(yong)于實(shi)(shi)際(ji)，彌合(he)理(li)(li)(li)論(lun)知(zhi)識(shi)(shi)與(yu)(yu)(yu)現場實(shi)(shi)際(ji)之間的(de)(de)(de)(de)(de)鴻溝，使工(gong)(gong)(gong)(gong)(gong)(gong)科(ke)(ke)知(zhi)識(shi)(shi)活化(hua)起來(lai)(lai)，轉化(hua)為學(xue)(xue)(xue)生(sheng)的(de)(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)(gong)程(cheng)視野、眼界、胸懷、素質(zhi)和(he)(he)能(neng)力(li)。
工(gong)(gong)(gong)科教(jiao)(jiao)(jiao)育(yu)的(de)(de)(de)(de)(de)(de)(de)(de)層(ceng)次類型多種多樣，理論聯系實(shi)際是所有工(gong)(gong)(gong)科教(jiao)(jiao)(jiao)育(yu)必須(xu)遵循(xun)的(de)(de)(de)(de)(de)(de)(de)(de)基本原則，但它沒有統一(yi)的(de)(de)(de)(de)(de)(de)(de)(de)標準和(he)(he)(he)要(yao)求(qiu)，各(ge)高(gao)(gao)校應當根據自身(shen)人(ren)(ren)(ren)(ren)才(cai)(cai)培(pei)(pei)養(yang)(yang)(yang)目(mu)標和(he)(he)(he)辦學條件環境，以(yi)培(pei)(pei)養(yang)(yang)(yang)合格的(de)(de)(de)(de)(de)(de)(de)(de)工(gong)(gong)(gong)程(cheng)技術(shu)(shu)(shu)(shu)人(ren)(ren)(ren)(ren)才(cai)(cai)為底線，實(shi)現(xian)工(gong)(gong)(gong)科教(jiao)(jiao)(jiao)育(yu)與(yu)(yu)工(gong)(gong)(gong)程(cheng)教(jiao)(jiao)(jiao)育(yu)一(yi)體(ti)(ti)化，努(nu)力建(jian)構有自身(shen)特色(se)和(he)(he)(he)優勢的(de)(de)(de)(de)(de)(de)(de)(de)工(gong)(gong)(gong)科教(jiao)(jiao)(jiao)育(yu)體(ti)(ti)系，不斷提(ti)高(gao)(gao)工(gong)(gong)(gong)程(cheng)技術(shu)(shu)(shu)(shu)人(ren)(ren)(ren)(ren)才(cai)(cai)培(pei)(pei)養(yang)(yang)(yang)質(zhi)量。如前所述，工(gong)(gong)(gong)科教(jiao)(jiao)(jiao)育(yu)包括了培(pei)(pei)養(yang)(yang)(yang)滿足社(she)會(hui)生產(chan)和(he)(he)(he)生活(huo)所需(xu)要(yao)的(de)(de)(de)(de)(de)(de)(de)(de)產(chan)品或工(gong)(gong)(gong)程(cheng)全生命周期(qi)專業人(ren)(ren)(ren)(ren)才(cai)(cai)的(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)育(yu)，沒有哪(na)一(yi)所高(gao)(gao)校能夠包打天(tian)下，包攬(lan)全生命周期(qi)各(ge)階段所需(xu)要(yao)的(de)(de)(de)(de)(de)(de)(de)(de)工(gong)(gong)(gong)程(cheng)技術(shu)(shu)(shu)(shu)人(ren)(ren)(ren)(ren)才(cai)(cai)培(pei)(pei)養(yang)(yang)(yang)工(gong)(gong)(gong)作(zuo)(zuo)，分段培(pei)(pei)養(yang)(yang)(yang)，各(ge)顯其能的(de)(de)(de)(de)(de)(de)(de)(de)特點明(ming)顯。即便有的(de)(de)(de)(de)(de)(de)(de)(de)高(gao)(gao)校為學生提(ti)供了體(ti)(ti)驗產(chan)品或工(gong)(gong)(gong)程(cheng)全生命周期(qi)的(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)學環節，那也只是從工(gong)(gong)(gong)程(cheng)認知和(he)(he)(he)初步(bu)涉(she)獵角(jiao)度開展(zhan)的(de)(de)(de)(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)育(yu)。就人(ren)(ren)(ren)(ren)才(cai)(cai)培(pei)(pei)養(yang)(yang)(yang)類型而言，設計人(ren)(ren)(ren)(ren)才(cai)(cai)、制造人(ren)(ren)(ren)(ren)才(cai)(cai)、操作(zuo)(zuo)人(ren)(ren)(ren)(ren)才(cai)(cai)、維護人(ren)(ren)(ren)(ren)才(cai)(cai)等(deng)往往是由不同層(ceng)次和(he)(he)(he)類型高(gao)(gao)校分別培(pei)(pei)養(yang)(yang)(yang)，兼(jian)項的(de)(de)(de)(de)(de)(de)(de)(de)情(qing)況(kuang)主要(yao)表現(xian)在設計與(yu)(yu)制造、制造與(yu)(yu)操作(zuo)(zuo)、操作(zuo)(zuo)與(yu)(yu)維護等(deng)不同類型人(ren)(ren)(ren)(ren)才(cai)(cai)培(pei)(pei)養(yang)(yang)(yang)之間，跨段兼(jian)項的(de)(de)(de)(de)(de)(de)(de)(de)情(qing)況(kuang)非常少(shao)見(jian)。所以(yi)，工(gong)(gong)(gong)科教(jiao)(jiao)(jiao)育(yu)與(yu)(yu)工(gong)(gong)(gong)程(cheng)教(jiao)(jiao)(jiao)育(yu)改革(ge)沒有固定統一(yi)的(de)(de)(de)(de)(de)(de)(de)(de)模式，應當從實(shi)際出發，發揮各(ge)高(gao)(gao)校的(de)(de)(de)(de)(de)(de)(de)(de)主體(ti)(ti)能動性，積(ji)極主動解(jie)決自身(shen)工(gong)(gong)(gong)科教(jiao)(jiao)(jiao)育(yu)與(yu)(yu)工(gong)(gong)(gong)程(cheng)教(jiao)(jiao)(jiao)育(yu)存在的(de)(de)(de)(de)(de)(de)(de)(de)問題，提(ti)高(gao)(gao)工(gong)(gong)(gong)程(cheng)技術(shu)(shu)(shu)(shu)人(ren)(ren)(ren)(ren)才(cai)(cai)培(pei)(pei)養(yang)(yang)(yang)質(zhi)量，更好地促進社(she)會(hui)生產(chan)和(he)(he)(he)生活(huo)高(gao)(gao)質(zhi)量發展(zhan)。
(二(er))培養(yang)卓越工程師
工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)是(shi)(shi)為(wei)(wei)解(jie)決(jue)(jue)現實(shi)(shi)社會(hui)生(sheng)(sheng)(sheng)(sheng)產(chan)(chan)和(he)(he)(he)生(sheng)(sheng)(sheng)(sheng)活(huo)(huo)問(wen)(wen)題(ti)(ti)(ti)而形成(cheng)(cheng)的(de)(de)(de)(de)有(you)(you)較(jiao)高級、較(jiao)復雜技(ji)(ji)術(shu)含(han)量(liang)的(de)(de)(de)(de)職(zhi)業(ye)(ye)(ye)，往往包含(han)設(she)計、施工(gong)(gong)(gong)(gong)(gong)或制造、操(cao)作與(yu)管(guan)理、評估與(yu)維護等技(ji)(ji)術(shu)能(neng)力和(he)(he)(he)相關(guan)素養。當(dang)下工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)已成(cheng)(cheng)為(wei)(wei)一個普遍的(de)(de)(de)(de)社會(hui)職(zhi)業(ye)(ye)(ye)，社會(hui)各(ge)行各(ge)業(ye)(ye)(ye)都離不(bu)(bu)開工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)。且隨著技(ji)(ji)術(shu)不(bu)(bu)斷發展(zhan)創(chuang)新，先(xian)進技(ji)(ji)術(shu)被(bei)廣泛應用于社會(hui)生(sheng)(sheng)(sheng)(sheng)產(chan)(chan)和(he)(he)(he)生(sheng)(sheng)(sheng)(sheng)活(huo)(huo)，新的(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)職(zhi)業(ye)(ye)(ye)層(ceng)出(chu)不(bu)(bu)窮。工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)與(yu)科(ke)(ke)學(xue)家(jia)(jia)、技(ji)(ji)術(shu)員(yuan)不(bu)(bu)同，工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)以解(jie)決(jue)(jue)社會(hui)生(sheng)(sheng)(sheng)(sheng)產(chan)(chan)和(he)(he)(he)生(sheng)(sheng)(sheng)(sheng)活(huo)(huo)現實(shi)(shi)問(wen)(wen)題(ti)(ti)(ti)為(wei)(wei)目的(de)(de)(de)(de)，面對(dui)現實(shi)(shi)的(de)(de)(de)(de)生(sheng)(sheng)(sheng)(sheng)產(chan)(chan)和(he)(he)(he)生(sheng)(sheng)(sheng)(sheng)活(huo)(huo)問(wen)(wen)題(ti)(ti)(ti)，工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)既要設(she)計或提出(chu)解(jie)決(jue)(jue)問(wen)(wen)題(ti)(ti)(ti)的(de)(de)(de)(de)方案，還要將方案付諸(zhu)實(shi)(shi)際，達到預(yu)期的(de)(de)(de)(de)目的(de)(de)(de)(de)；科(ke)(ke)學(xue)家(jia)(jia)以研究自然現象，探索自然規律為(wei)(wei)目的(de)(de)(de)(de)，并在探索自然、生(sheng)(sheng)(sheng)(sheng)命、環境(jing)等客觀事物(wu)的(de)(de)(de)(de)過(guo)程(cheng)(cheng)(cheng)(cheng)中(zhong)(zhong)作出(chu)突(tu)出(chu)的(de)(de)(de)(de)貢獻(xian)，取得(de)過(guo)人的(de)(de)(de)(de)成(cheng)(cheng)就；技(ji)(ji)術(shu)員(yuan)則是(shi)(shi)掌(zhang)握(wo)特定(ding)的(de)(de)(de)(de)技(ji)(ji)術(shu)，并能(neng)利用所掌(zhang)握(wo)的(de)(de)(de)(de)技(ji)(ji)術(shu)解(jie)決(jue)(jue)實(shi)(shi)際問(wen)(wen)題(ti)(ti)(ti)的(de)(de)(de)(de)人員(yuan)。盡管(guan)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)、科(ke)(ke)學(xue)家(jia)(jia)和(he)(he)(he)技(ji)(ji)術(shu)員(yuan)之間存在差異，但他們并非完全不(bu)(bu)可(ke)貫通。實(shi)(shi)際上，由工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)成(cheng)(cheng)為(wei)(wei)科(ke)(ke)學(xue)家(jia)(jia)的(de)(de)(de)(de)大有(you)(you)人在，由技(ji)(ji)術(shu)員(yuan)成(cheng)(cheng)為(wei)(wei)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)的(de)(de)(de)(de)更(geng)是(shi)(shi)非常普遍。工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)職(zhi)業(ye)(ye)(ye)有(you)(you)層(ceng)次之分，包括(kuo)初級、中(zhong)(zhong)級和(he)(he)(he)高級工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)。卓(zhuo)(zhuo)越工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)是(shi)(shi)優(you)秀工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)技(ji)(ji)術(shu)人才，是(shi)(shi)能(neng)深刻(ke)理解(jie)人、社會(hui)和(he)(he)(he)自然的(de)(de)(de)(de)關(guan)系(xi)，在解(jie)決(jue)(jue)現實(shi)(shi)社會(hui)生(sheng)(sheng)(sheng)(sheng)產(chan)(chan)和(he)(he)(he)生(sheng)(sheng)(sheng)(sheng)活(huo)(huo)問(wen)(wen)題(ti)(ti)(ti)的(de)(de)(de)(de)過(guo)程(cheng)(cheng)(cheng)(cheng)中(zhong)(zhong)發揮創(chuang)造性作用的(de)(de)(de)(de)技(ji)(ji)術(shu)人才。卓(zhuo)(zhuo)越工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)師(shi)(shi)既有(you)(you)賴(lai)于工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)技(ji)(ji)術(shu)人員(yuan)在長期的(de)(de)(de)(de)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)實(shi)(shi)踐中(zhong)(zhong)摸爬滾打、積(ji)累經驗(yan)，成(cheng)(cheng)長為(wei)(wei)優(you)秀人才，又有(you)(you)賴(lai)于高校在工(gong)(gong)(gong)(gong)(gong)科(ke)(ke)教(jiao)育中(zhong)(zhong)為(wei)(wei)學(xue)生(sheng)(sheng)(sheng)(sheng)打好工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)技(ji)(ji)術(shu)功底，具有(you)(you)較(jiao)好的(de)(de)(de)(de)可(ke)持(chi)續發展(zhan)潛(qian)力。
培(pei)(pei)養(yang)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)師(shi)(shi)(shi)(shi)是(shi)(shi)(shi)工(gong)(gong)(gong)(gong)(gong)科教育(yu)(yu)的(de)(de)主要(yao)(yao)(yao)目標。教育(yu)(yu)部從2010年啟動“卓越(yue)(yue)(yue)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)師(shi)(shi)(shi)(shi)教育(yu)(yu)培(pei)(pei)養(yang)計(ji)劃”，意圖面(mian)向工(gong)(gong)(gong)(gong)(gong)業(ye)界(jie)(jie)、面(mian)向世界(jie)(jie)、面(mian)向未來，培(pei)(pei)養(yang)造(zao)(zao)就(jiu)一大批創(chuang)新(xin)能(neng)(neng)力強(qiang)(qiang)、適(shi)應(ying)經濟社(she)(she)(she)(she)會(hui)(hui)發(fa)展需(xu)(xu)要(yao)(yao)(yao)的(de)(de)高(gao)(gao)質(zhi)量各類型工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)技術(shu)人(ren)(ren)才，為(wei)(wei)建設(she)創(chuang)新(xin)型國家(jia)、實現工(gong)(gong)(gong)(gong)(gong)業(ye)化和(he)(he)現代化奠(dian)定堅實的(de)(de)人(ren)(ren)力資源優勢，增強(qiang)(qiang)我國的(de)(de)核(he)心(xin)競爭力和(he)(he)綜合國力。卓越(yue)(yue)(yue)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)師(shi)(shi)(shi)(shi)教育(yu)(yu)培(pei)(pei)養(yang)計(ji)劃對學生(sheng)(sheng)個(ge)人(ren)(ren)和(he)(he)國家(jia)社(she)(she)(she)(she)會(hui)(hui)都(dou)是(shi)(shi)(shi)有(you)益(yi)的(de)(de)。但需(xu)(xu)要(yao)(yao)(yao)明確的(de)(de)是(shi)(shi)(shi)，卓越(yue)(yue)(yue)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)師(shi)(shi)(shi)(shi)不是(shi)(shi)(shi)在高(gao)(gao)校成(cheng)長的(de)(de)，卓越(yue)(yue)(yue)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)師(shi)(shi)(shi)(shi)的(de)(de)成(cheng)長與培(pei)(pei)養(yang)是(shi)(shi)(shi)一個(ge)系(xi)統(tong)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)，高(gao)(gao)校的(de)(de)培(pei)(pei)養(yang)只是(shi)(shi)(shi)造(zao)(zao)就(jiu)一個(ge)卓越(yue)(yue)(yue)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)師(shi)(shi)(shi)(shi)的(de)(de)毛坯，真正的(de)(de)卓越(yue)(yue)(yue)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)師(shi)(shi)(shi)(shi)是(shi)(shi)(shi)對社(she)(she)(she)(she)會(hui)(hui)生(sheng)(sheng)產(chan)和(he)(he)生(sheng)(sheng)活(huo)發(fa)揮重要(yao)(yao)(yao)影響的(de)(de)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)技術(shu)人(ren)(ren)才，只有(you)在工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)職業(ye)中做出重要(yao)(yao)(yao)成(cheng)就(jiu)的(de)(de)人(ren)(ren)才才能(neng)(neng)稱為(wei)(wei)卓越(yue)(yue)(yue)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)師(shi)(shi)(shi)(shi)。高(gao)(gao)校培(pei)(pei)養(yang)卓越(yue)(yue)(yue)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)師(shi)(shi)(shi)(shi)，就(jiu)是(shi)(shi)(shi)要(yao)(yao)(yao)使其所培(pei)(pei)養(yang)的(de)(de)工(gong)(gong)(gong)(gong)(gong)科人(ren)(ren)才具有(you)卓越(yue)(yue)(yue)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)師(shi)(shi)(shi)(shi)所必需(xu)(xu)的(de)(de)基(ji)本素(su)養(yang)和(he)(he)潛力，并(bing)使他(ta)們畢(bi)業(ye)走(zou)向社(she)(she)(she)(she)會(hui)(hui)后能(neng)(neng)夠適(shi)應(ying)復(fu)雜(za)的(de)(de)工(gong)(gong)(gong)(gong)(gong)程(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)(cheng)技術(shu)工(gong)(gong)(gong)(gong)(gong)作環境條件要(yao)(yao)(yao)求(qiu)，在企事(shi)業(ye)單位為(wei)(wei)解(jie)決社(she)(she)(she)(she)會(hui)(hui)生(sheng)(sheng)產(chan)和(he)(he)生(sheng)(sheng)活(huo)問題并(bing)做出突出的(de)(de)業(ye)績。
培(pei)(pei)養(yang)(yang)(yang)卓越工(gong)程師(shi)涉及(ji)的(de)(de)(de)(de)(de)因(yin)素很多，既有高(gao)(gao)校(xiao)方面的(de)(de)(de)(de)(de)，又有企(qi)(qi)事(shi)(shi)(shi)(shi)業(ye)(ye)(ye)(ye)(ye)單(dan)(dan)位(wei)(wei)(wei)(wei)方面的(de)(de)(de)(de)(de)，還(huan)有政(zheng)府(fu)方面的(de)(de)(de)(de)(de)。其(qi)中(zhong)，企(qi)(qi)事(shi)(shi)(shi)(shi)業(ye)(ye)(ye)(ye)(ye)單(dan)(dan)位(wei)(wei)(wei)(wei)應當(dang)成為(wei)高(gao)(gao)校(xiao)培(pei)(pei)養(yang)(yang)(yang)卓越工(gong)程師(shi)的(de)(de)(de)(de)(de)密(mi)切合(he)作(zuo)(zuo)者(zhe)和(he)深(shen)度參(can)(can)(can)與(yu)者(zhe)。企(qi)(qi)事(shi)(shi)(shi)(shi)業(ye)(ye)(ye)(ye)(ye)單(dan)(dan)位(wei)(wei)(wei)(wei)參(can)(can)(can)與(yu)是工(gong)程技術(shu)人(ren)才培(pei)(pei)養(yang)(yang)(yang)不(bu)可缺少的(de)(de)(de)(de)(de)關鍵(jian)環節，在我國高(gao)(gao)等教(jiao)育人(ren)才培(pei)(pei)養(yang)(yang)(yang)實踐(jian)中(zhong)，企(qi)(qi)事(shi)(shi)(shi)(shi)業(ye)(ye)(ye)(ye)(ye)單(dan)(dan)位(wei)(wei)(wei)(wei)曾(ceng)經發(fa)揮重要(yao)作(zuo)(zuo)用，尤其(qi)是在行業(ye)(ye)(ye)(ye)(ye)高(gao)(gao)校(xiao)的(de)(de)(de)(de)(de)辦學(xue)中(zhong)，相關企(qi)(qi)事(shi)(shi)(shi)(shi)業(ye)(ye)(ye)(ye)(ye)單(dan)(dan)位(wei)(wei)(wei)(wei)曾(ceng)經是高(gao)(gao)校(xiao)人(ren)才培(pei)(pei)養(yang)(yang)(yang)的(de)(de)(de)(de)(de)深(shen)度合(he)作(zuo)(zuo)者(zhe)，在工(gong)程實踐(jian)能(neng)力培(pei)(pei)養(yang)(yang)(yang)中(zhong)幾(ji)乎(hu)實現(xian)了與(yu)高(gao)(gao)校(xiao)的(de)(de)(de)(de)(de)無(wu)縫對接(jie)。在高(gao)(gao)等教(jiao)育體制改革以后，尤其(qi)是企(qi)(qi)事(shi)(shi)(shi)(shi)業(ye)(ye)(ye)(ye)(ye)單(dan)(dan)位(wei)(wei)(wei)(wei)增強效率效益意識和(he)責任(ren)(ren)意識以后，企(qi)(qi)事(shi)(shi)(shi)(shi)業(ye)(ye)(ye)(ye)(ye)單(dan)(dan)位(wei)(wei)(wei)(wei)對于參(can)(can)(can)與(yu)高(gao)(gao)校(xiao)人(ren)才培(pei)(pei)養(yang)(yang)(yang)往(wang)(wang)往(wang)(wang)顯得不(bu)是很主(zhu)動(dong)積極，這(zhe)是高(gao)(gao)校(xiao)工(gong)科(ke)教(jiao)育面臨的(de)(de)(de)(de)(de)突(tu)出難題(ti)。解決(jue)這(zhe)個問(wen)題(ti)的(de)(de)(de)(de)(de)主(zhu)動(dong)權不(bu)在高(gao)(gao)校(xiao)，單(dan)(dan)純地將責任(ren)(ren)歸咎于企(qi)(qi)事(shi)(shi)(shi)(shi)業(ye)(ye)(ye)(ye)(ye)單(dan)(dan)位(wei)(wei)(wei)(wei)也是不(bu)公平(ping)的(de)(de)(de)(de)(de)。卓越工(gong)程師(shi)教(jiao)育培(pei)(pei)養(yang)(yang)(yang)必須(xu)解決(jue)企(qi)(qi)事(shi)(shi)(shi)(shi)業(ye)(ye)(ye)(ye)(ye)單(dan)(dan)位(wei)(wei)(wei)(wei)參(can)(can)(can)與(yu)問(wen)題(ti)，必須(xu)建立常態化的(de)(de)(de)(de)(de)高(gao)(gao)校(xiao)與(yu)企(qi)(qi)事(shi)(shi)(shi)(shi)業(ye)(ye)(ye)(ye)(ye)單(dan)(dan)位(wei)(wei)(wei)(wei)合(he)作(zuo)(zuo)辦學(xue)體制機制。建立這(zhe)種(zhong)體制機制不(bu)單(dan)(dan)是合(he)作(zuo)(zuo)辦學(xue)雙方的(de)(de)(de)(de)(de)責任(ren)(ren)，還(huan)需(xu)要(yao)有政(zheng)府(fu)的(de)(de)(de)(de)(de)居間協調，政(zheng)府(fu)發(fa)揮政(zheng)策(ce)杠(gang)桿作(zuo)(zuo)用，為(wei)企(qi)(qi)事(shi)(shi)(shi)(shi)業(ye)(ye)(ye)(ye)(ye)單(dan)(dan)位(wei)(wei)(wei)(wei)參(can)(can)(can)與(yu)高(gao)(gao)校(xiao)人(ren)才培(pei)(pei)養(yang)(yang)(yang)提供包括稅費優惠等在內的(de)(de)(de)(de)(de)必要(yao)政(zheng)策(ce)支持。
(三)“新工科”建(jian)設
工(gong)(gong)(gong)科(ke)的變化比(bi)其他學科(ke)更(geng)快(kuai)更(geng)多(duo)(duo)，工(gong)(gong)(gong)科(ke)教(jiao)育也一直在(zai)變化中，新(xin)(xin)的工(gong)(gong)(gong)科(ke)專業(ye)不斷涌現(xian)，新(xin)(xin)的工(gong)(gong)(gong)科(ke)教(jiao)學模式(shi)在(zai)人才(cai)培養(yang)中得到運用。這是20世(shi)紀(ji)后半期(qi)以來(lai)高(gao)(gao)等(deng)教(jiao)育發(fa)展(zhan)的重要趨(qu)勢，尤其是世(shi)紀(ji)之交以來(lai)，基因技(ji)(ji)(ji)術、納米技(ji)(ji)(ji)術、信息技(ji)(ji)(ji)術、互聯(lian)網、大數(shu)據(ju)、人工(gong)(gong)(gong)智(zhi)能等(deng)技(ji)(ji)(ji)術在(zai)社會(hui)生(sheng)產(chan)和(he)(he)生(sheng)活中的廣泛應用，催(cui)生(sheng)了大量新(xin)(xin)產(chan)業(ye)新(xin)(xin)業(ye)態，也淘汰了很多(duo)(duo)舊產(chan)業(ye)，很多(duo)(duo)新(xin)(xin)的工(gong)(gong)(gong)程技(ji)(ji)(ji)術職業(ye)出現(xian)了，很多(duo)(duo)舊的職業(ye)增(zeng)加(jia)了新(xin)(xin)的知識和(he)(he)技(ji)(ji)(ji)術。為適應這種(zhong)變化，高(gao)(gao)校改革學科(ke)專業(ye)設(she)置和(he)(he)結構(gou)，更(geng)新(xin)(xin)課程體系和(he)(he)教(jiao)學內容，創新(xin)(xin)教(jiao)學方式(shi)方法，開發(fa)新(xin)(xin)的教(jiao)學空間和(he)(he)教(jiao)學資源，以培養(yang)新(xin)(xin)時(shi)代各(ge)行各(ge)業(ye)高(gao)(gao)級專門人才(cai)。
毫無疑問，工科(ke)(ke)(ke)(ke)教(jiao)育(yu)(yu)最先感(gan)受到科(ke)(ke)(ke)(ke)學(xue)技術(shu)和(he)社會的(de)變革，工科(ke)(ke)(ke)(ke)教(jiao)育(yu)(yu)也(ye)最早啟動改(gai)革。除前述卓越工程師教(jiao)育(yu)(yu)培養(yang)計劃，教(jiao)育(yu)(yu)部(bu)還推進了(le)以“新(xin)工科(ke)(ke)(ke)(ke)”為代表的(de)“四(si)新(xin)”學(xue)科(ke)(ke)(ke)(ke)建(jian)設(she)與(yu)(yu)改(gai)革，盡(jin)管名義上(shang)(shang)稱(cheng)為學(xue)科(ke)(ke)(ke)(ke)建(jian)設(she)，實(shi)際上(shang)(shang)它(ta)與(yu)(yu)各(ge)高校傳(chuan)(chuan)統(tong)上(shang)(shang)所開展(zhan)(zhan)(zhan)(zhan)的(de)學(xue)科(ke)(ke)(ke)(ke)建(jian)設(she)并不一樣。傳(chuan)(chuan)統(tong)上(shang)(shang)，高校所談的(de)學(xue)科(ke)(ke)(ke)(ke)建(jian)設(she)，主(zhu)要是(shi)針(zhen)對學(xue)科(ke)(ke)(ke)(ke)發(fa)展(zhan)(zhan)(zhan)(zhan)的(de)主(zhu)要研(yan)(yan)究(jiu)方向(xiang)而言，往(wang)往(wang)包括了(le)在主(zhu)要學(xue)科(ke)(ke)(ke)(ke)方向(xiang)組織(zhi)較強的(de)師資(zi)力量，建(jian)立(li)學(xue)科(ke)(ke)(ke)(ke)團(tuan)隊，建(jian)設(she)科(ke)(ke)(ke)(ke)研(yan)(yan)平臺，爭取重要或重大研(yan)(yan)究(jiu)項目(mu)，開展(zhan)(zhan)(zhan)(zhan)科(ke)(ke)(ke)(ke)研(yan)(yan)攻關(guan)，產出(chu)重要研(yan)(yan)究(jiu)成果，形(xing)成學(xue)科(ke)(ke)(ke)(ke)實(shi)力優勢。此(ci)外，是(shi)在研(yan)(yan)究(jiu)生(sheng)教(jiao)育(yu)(yu)發(fa)展(zhan)(zhan)(zhan)(zhan)中(zhong)，按照一級學(xue)科(ke)(ke)(ke)(ke)、二(er)級學(xue)科(ke)(ke)(ke)(ke)和(he)學(xue)科(ke)(ke)(ke)(ke)方向(xiang)組織(zhi)研(yan)(yan)究(jiu)生(sheng)培養(yang)工作。從此(ci)意義上(shang)(shang)說(shuo)，學(xue)科(ke)(ke)(ke)(ke)建(jian)設(she)主(zhu)要是(shi)關(guan)于(yu)科(ke)(ke)(ke)(ke)研(yan)(yan)和(he)研(yan)(yan)究(jiu)生(sheng)教(jiao)育(yu)(yu)工作的(de)，與(yu)(yu)本(ben)科(ke)(ke)(ke)(ke)教(jiao)育(yu)(yu)的(de)聯系(xi)不太(tai)緊(jin)密。“四(si)新(xin)”學(xue)科(ke)(ke)(ke)(ke)建(jian)設(she)則突破了(le)傳(chuan)(chuan)統(tong)的(de)學(xue)科(ke)(ke)(ke)(ke)建(jian)設(she)思維，將其落實(shi)到本(ben)科(ke)(ke)(ke)(ke)教(jiao)育(yu)(yu)上(shang)(shang)，要求從學(xue)科(ke)(ke)(ke)(ke)建(jian)設(she)角度考慮本(ben)科(ke)(ke)(ke)(ke)教(jiao)育(yu)(yu)改(gai)革與(yu)(yu)發(fa)展(zhan)(zhan)(zhan)(zhan)。這是(shi)一個重要進步。
“新(xin)(xin)(xin)工(gong)(gong)科(ke)(ke)(ke)”建(jian)設盡管著眼于(yu)(yu)工(gong)(gong)科(ke)(ke)(ke)，但落腳(jiao)點(dian)在(zai)(zai)于(yu)(yu)人(ren)(ren)(ren)才培養(yang)，意在(zai)(zai)培養(yang)造(zao)就(jiu)(jiu)一(yi)大(da)批多樣化、創新(xin)(xin)(xin)型卓越(yue)工(gong)(gong)程(cheng)(cheng)科(ke)(ke)(ke)技(ji)(ji)人(ren)(ren)(ren)才，為(wei)我國(guo)產(chan)(chan)(chan)業發展(zhan)(zhan)和國(guo)際競(jing)爭提(ti)供智力(li)(li)和人(ren)(ren)(ren)才支撐。這樣來看，“新(xin)(xin)(xin)工(gong)(gong)科(ke)(ke)(ke)”似乎是(shi)(shi)(shi)(shi)(shi)(shi)由教(jiao)(jiao)(jiao)育(yu)(yu)(yu)外(wai)部力(li)(li)量(liang)的(de)(de)(de)(de)(de)推動，主(zhu)要(yao)(yao)(yao)是(shi)(shi)(shi)(shi)(shi)(shi)為(wei)了(le)(le)實(shi)(shi)(shi)現(xian)(xian)(xian)(xian)一(yi)種外(wai)在(zai)(zai)于(yu)(yu)人(ren)(ren)(ren)的(de)(de)(de)(de)(de)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)目的(de)(de)(de)(de)(de)。滿(man)足社(she)(she)(she)會(hui)(hui)(hui)需要(yao)(yao)(yao)是(shi)(shi)(shi)(shi)(shi)(shi)政府(fu)發展(zhan)(zhan)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)事(shi)業的(de)(de)(de)(de)(de)主(zhu)要(yao)(yao)(yao)動機(ji)所(suo)(suo)在(zai)(zai)，很(hen)多個(ge)人(ren)(ren)(ren)也把(ba)接受(shou)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)當作是(shi)(shi)(shi)(shi)(shi)(shi)求職謀(mou)(mou)生的(de)(de)(de)(de)(de)主(zhu)要(yao)(yao)(yao)路(lu)徑。顯然，不管是(shi)(shi)(shi)(shi)(shi)(shi)滿(man)足社(she)(she)(she)會(hui)(hui)(hui)需要(yao)(yao)(yao)，還是(shi)(shi)(shi)(shi)(shi)(shi)個(ge)人(ren)(ren)(ren)求職謀(mou)(mou)生，這都是(shi)(shi)(shi)(shi)(shi)(shi)現(xian)(xian)(xian)(xian)代(dai)(dai)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)，尤其是(shi)(shi)(shi)(shi)(shi)(shi)現(xian)(xian)(xian)(xian)代(dai)(dai)高(gao)(gao)(gao)等(deng)(deng)(deng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)理所(suo)(suo)當然的(de)(de)(de)(de)(de)功(gong)能(neng)(neng)(neng)(neng)，也正因為(wei)有(you)了(le)(le)這方面(mian)(mian)的(de)(de)(de)(de)(de)功(gong)能(neng)(neng)(neng)(neng)，現(xian)(xian)(xian)(xian)代(dai)(dai)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)，特(te)別是(shi)(shi)(shi)(shi)(shi)(shi)現(xian)(xian)(xian)(xian)代(dai)(dai)高(gao)(gao)(gao)等(deng)(deng)(deng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)獲得了(le)(le)無與倫比的(de)(de)(de)(de)(de)發展(zhan)(zhan)動力(li)(li)，才有(you)了(le)(le)全(quan)面(mian)(mian)普(pu)及(ji)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)(de)(de)(de)發展(zhan)(zhan)形勢(shi)。高(gao)(gao)(gao)等(deng)(deng)(deng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)普(pu)及(ji)化發展(zhan)(zhan)與其社(she)(she)(she)會(hui)(hui)(hui)功(gong)能(neng)(neng)(neng)(neng)的(de)(de)(de)(de)(de)拓展(zhan)(zhan)密不可(ke)分，如果沒有(you)社(she)(she)(she)會(hui)(hui)(hui)功(gong)能(neng)(neng)(neng)(neng)的(de)(de)(de)(de)(de)開發，高(gao)(gao)(gao)等(deng)(deng)(deng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)很(hen)可(ke)能(neng)(neng)(neng)(neng)還處于(yu)(yu)精英化階段，人(ren)(ren)(ren)們對接受(shou)高(gao)(gao)(gao)等(deng)(deng)(deng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)不可(ke)能(neng)(neng)(neng)(neng)有(you)那么(me)高(gao)(gao)(gao)的(de)(de)(de)(de)(de)熱情，政府(fu)也不可(ke)能(neng)(neng)(neng)(neng)投入巨(ju)資發展(zhan)(zhan)高(gao)(gao)(gao)等(deng)(deng)(deng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)事(shi)業。所(suo)(suo)以(yi)，加強“新(xin)(xin)(xin)工(gong)(gong)科(ke)(ke)(ke)”建(jian)設是(shi)(shi)(shi)(shi)(shi)(shi)適應(ying)時代(dai)(dai)發展(zhan)(zhan)需要(yao)(yao)(yao)之(zhi)舉，非(fei)常必要(yao)(yao)(yao)且(qie)重要(yao)(yao)(yao)。它有(you)助(zhu)于(yu)(yu)造(zao)就(jiu)(jiu)大(da)批創新(xin)(xin)(xin)型卓越(yue)工(gong)(gong)程(cheng)(cheng)科(ke)(ke)(ke)技(ji)(ji)人(ren)(ren)(ren)才，促(cu)進(jin)現(xian)(xian)(xian)(xian)代(dai)(dai)產(chan)(chan)(chan)業發展(zhan)(zhan)，提(ti)升我國(guo)高(gao)(gao)(gao)新(xin)(xin)(xin)技(ji)(ji)術產(chan)(chan)(chan)業發展(zhan)(zhan)水平。高(gao)(gao)(gao)等(deng)(deng)(deng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)原理告(gao)訴(su)我們，高(gao)(gao)(gao)等(deng)(deng)(deng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)(de)(de)(de)社(she)(she)(she)會(hui)(hui)(hui)功(gong)能(neng)(neng)(neng)(neng)是(shi)(shi)(shi)(shi)(shi)(shi)通過個(ge)人(ren)(ren)(ren)功(gong)能(neng)(neng)(neng)(neng)實(shi)(shi)(shi)現(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)，個(ge)人(ren)(ren)(ren)功(gong)能(neng)(neng)(neng)(neng)是(shi)(shi)(shi)(shi)(shi)(shi)高(gao)(gao)(gao)等(deng)(deng)(deng)教(jiao)(jiao)(jiao)育(yu)(yu)(yu)與社(she)(she)(she)會(hui)(hui)(hui)功(gong)能(neng)(neng)(neng)(neng)之(zhi)間的(de)(de)(de)(de)(de)中介(jie)，社(she)(she)(she)會(hui)(hui)(hui)功(gong)能(neng)(neng)(neng)(neng)發揮(hui)得如何在(zai)(zai)很(hen)大(da)程(cheng)(cheng)度(du)上取決于(yu)(yu)個(ge)人(ren)(ren)(ren)功(gong)能(neng)(neng)(neng)(neng)實(shi)(shi)(shi)現(xian)(xian)(xian)(xian)的(de)(de)(de)(de)(de)程(cheng)(cheng)度(du)。所(suo)(suo)以(yi)，“新(xin)(xin)(xin)工(gong)(gong)科(ke)(ke)(ke)”建(jian)設在(zai)(zai)瞄準高(gao)(gao)(gao)新(xin)(xin)(xin)科(ke)(ke)(ke)技(ji)(ji)和新(xin)(xin)(xin)興產(chan)(chan)(chan)業發展(zhan)(zhan)需要(yao)(yao)(yao)的(de)(de)(de)(de)(de)同時，應(ying)當立足人(ren)(ren)(ren)本身的(de)(de)(de)(de)(de)培養(yang)，從人(ren)(ren)(ren)的(de)(de)(de)(de)(de)成(cheng)長規律出發，加強人(ren)(ren)(ren)的(de)(de)(de)(de)(de)品德、眼界、胸懷(huai)、科(ke)(ke)(ke)技(ji)(ji)基礎、實(shi)(shi)(shi)踐能(neng)(neng)(neng)(neng)力(li)(li)、創新(xin)(xin)(xin)素養(yang)等(deng)(deng)(deng)要(yao)(yao)(yao)素的(de)(de)(de)(de)(de)一(yi)體(ti)化培養(yang)，促(cu)進(jin)創新(xin)(xin)(xin)型卓越(yue)工(gong)(gong)程(cheng)(cheng)科(ke)(ke)(ke)技(ji)(ji)人(ren)(ren)(ren)才的(de)(de)(de)(de)(de)全(quan)面(mian)(mian)發展(zhan)(zhan)。
“新(xin)(xin)(xin)(xin)工(gong)(gong)科(ke)(ke)(ke)(ke)”建(jian)(jian)(jian)設(she)(she)雖(sui)由政府(fu)強(qiang)勢發(fa)動，但(dan)得到眾多(duo)高(gao)校(xiao)積(ji)極響(xiang)應(ying)(ying)。就學(xue)(xue)科(ke)(ke)(ke)(ke)建(jian)(jian)(jian)設(she)(she)、教(jiao)育(yu)(yu)工(gong)(gong)作、教(jiao)學(xue)(xue)改(gai)革而(er)言，高(gao)校(xiao)發(fa)揮(hui)著關鍵主體(ti)作用(yong)。高(gao)校(xiao)應(ying)(ying)轉(zhuan)變(bian)角色，把政府(fu)動議轉(zhuan)變(bian)為(wei)自(zi)身的(de)(de)自(zi)覺意識，以(yi)(yi)(yi)強(qiang)烈的(de)(de)責任(ren)感主動謀劃自(zi)身“新(xin)(xin)(xin)(xin)工(gong)(gong)科(ke)(ke)(ke)(ke)”建(jian)(jian)(jian)設(she)(she)，堅持以(yi)(yi)(yi)學(xue)(xue)生(sheng)為(wei)中(zhong)心(xin)，樹立創新(xin)(xin)(xin)(xin)型、綜合化、全(quan)周期(qi)工(gong)(gong)程(cheng)教(jiao)育(yu)(yu)理(li)念，落實建(jian)(jian)(jian)設(she)(she)目標和(he)(he)任(ren)務，一(yi)方面(mian)(mian)加快現有工(gong)(gong)科(ke)(ke)(ke)(ke)專業的(de)(de)改(gai)造(zao)升級，體(ti)現工(gong)(gong)程(cheng)教(jiao)育(yu)(yu)的(de)(de)新(xin)(xin)(xin)(xin)要(yao)(yao)(yao)求；另一(yi)方面(mian)(mian)主動布局新(xin)(xin)(xin)(xin)興工(gong)(gong)科(ke)(ke)(ke)(ke)專業建(jian)(jian)(jian)設(she)(she)，培(pei)養(yang)引領未(wei)來技術和(he)(he)產(chan)業發(fa)展(zhan)的(de)(de)人(ren)(ren)才(cai)(cai)。“新(xin)(xin)(xin)(xin)工(gong)(gong)科(ke)(ke)(ke)(ke)”建(jian)(jian)(jian)設(she)(she)是高(gao)校(xiao)整(zheng)(zheng)體(ti)人(ren)(ren)才(cai)(cai)培(pei)養(yang)改(gai)革再設(she)(she)計的(de)(de)一(yi)部分(fen)，高(gao)校(xiao)應(ying)(ying)當從學(xue)(xue)校(xiao)整(zheng)(zheng)體(ti)人(ren)(ren)才(cai)(cai)培(pei)養(yang)目標改(gai)革入手，貫徹執(zhi)行黨的(de)(de)教(jiao)育(yu)(yu)方針，瞄準高(gao)新(xin)(xin)(xin)(xin)科(ke)(ke)(ke)(ke)技前沿發(fa)展(zhan)需要(yao)(yao)(yao)，適應(ying)(ying)新(xin)(xin)(xin)(xin)興科(ke)(ke)(ke)(ke)技產(chan)業發(fa)展(zhan)要(yao)(yao)(yao)求，調整(zheng)(zheng)和(he)(he)完善學(xue)(xue)科(ke)(ke)(ke)(ke)專業結構，重(zhong)構工(gong)(gong)科(ke)(ke)(ke)(ke)人(ren)(ren)才(cai)(cai)培(pei)養(yang)模(mo)式。“新(xin)(xin)(xin)(xin)工(gong)(gong)科(ke)(ke)(ke)(ke)”建(jian)(jian)(jian)設(she)(she)的(de)(de)著力(li)點在(zai)工(gong)(gong)科(ke)(ke)(ke)(ke)，但(dan)不(bu)能(neng)(neng)(neng)唯(wei)工(gong)(gong)科(ke)(ke)(ke)(ke)談工(gong)(gong)科(ke)(ke)(ke)(ke)，高(gao)校(xiao)應(ying)(ying)當從工(gong)(gong)科(ke)(ke)(ke)(ke)創新(xin)(xin)(xin)(xin)發(fa)展(zhan)要(yao)(yao)(yao)求出(chu)發(fa)，遵循人(ren)(ren)才(cai)(cai)培(pei)養(yang)的(de)(de)內在(zai)規律，重(zhong)視文理(li)工(gong)(gong)多(duo)學(xue)(xue)科(ke)(ke)(ke)(ke)交叉融合發(fa)展(zhan)，重(zhong)構工(gong)(gong)科(ke)(ke)(ke)(ke)人(ren)(ren)才(cai)(cai)培(pei)養(yang)體(ti)系；“新(xin)(xin)(xin)(xin)工(gong)(gong)科(ke)(ke)(ke)(ke)”建(jian)(jian)(jian)設(she)(she)的(de)(de)落腳點在(zai)高(gao)校(xiao)，但(dan)高(gao)校(xiao)不(bu)能(neng)(neng)(neng)閉(bi)門造(zao)車，應(ying)(ying)當大力(li)推進學(xue)(xue)研產(chan)一(yi)體(ti)化人(ren)(ren)才(cai)(cai)培(pei)養(yang)模(mo)式建(jian)(jian)(jian)設(she)(she)，建(jian)(jian)(jian)構更有效的(de)(de)適應(ying)(ying)高(gao)新(xin)(xin)(xin)(xin)工(gong)(gong)程(cheng)科(ke)(ke)(ke)(ke)技發(fa)展(zhan)要(yao)(yao)(yao)求的(de)(de)人(ren)(ren)才(cai)(cai)培(pei)養(yang)機制；“新(xin)(xin)(xin)(xin)工(gong)(gong)科(ke)(ke)(ke)(ke)”建(jian)(jian)(jian)設(she)(she)的(de)(de)抓(zhua)手在(zai)學(xue)(xue)科(ke)(ke)(ke)(ke)專業建(jian)(jian)(jian)設(she)(she)，但(dan)不(bu)能(neng)(neng)(neng)見物不(bu)見人(ren)(ren)，高(gao)校(xiao)應(ying)(ying)當以(yi)(yi)(yi)學(xue)(xue)生(sheng)為(wei)中(zhong)心(xin)，改(gai)革教(jiao)育(yu)(yu)教(jiao)學(xue)(xue)方式方法，以(yi)(yi)(yi)培(pei)養(yang)全(quan)面(mian)(mian)發(fa)展(zhan)的(de)(de)、能(neng)(neng)(neng)夠(gou)擔當引領未(wei)來和(he)(he)造(zao)福人(ren)(ren)類的(de)(de)工(gong)(gong)程(cheng)科(ke)(ke)(ke)(ke)技領軍人(ren)(ren)才(cai)(cai)。
【本文系(xi)教(jiao)育部人(ren)文社會科學重點研究基(ji)地重大項目(mu)“我國高等教(jiao)育內涵式發展和質量建(jian)設(she)的理論(lun)與(yu)實踐研究”(17JJD88009)的研究成果】
作 者
別敦榮(rong)，廈(sha)門大學(xue)高(gao)等教(jiao)育(yu)發展研究中(zhong)心教(jiao)授(shou)、教(jiao)育(yu)研究院院長(chang)，福建廈(sha)門 361005；中(zhong)國高(gao)等教(jiao)育(yu)學(xue)會(hui)(hui)學(xue)術委員(yuan)會(hui)(hui)委員(yuan)，北(bei)京 100191
來 源
《中國高教研究》2022年第1期專(zhuan)稿
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