中国电化教育

新时代背景下，培养大批德才兼备的卓越工程师，是发展新质生产力、实现新型工业化和中国式现代化的基础支撑条件。2023年5月29日，习近平总书记在中共中央政治局第五次集体学习时指出，进一步加强科学教育、工程教育，加强拔尖创新人才自主培养，为解决我国关键核心技术攻关提供人才支撑。2024年1月，我国首次颁发“国家工程师奖”，明确了工程师精神的内涵，表明了党和国家对培养一支高水平工程技术人才队伍的坚定决心。近年来随着STEM教育兴起，我国中小学工程教育逐渐兴起。《普通高中通用技术课程标准（2017年版2020年修订）》中将“工程思维”列为核心素养之一，并设计“技术与工程”系列，意在通过课程学习帮助学生初步理解工程概念，掌握基本工程分析与筹划思维。在中小学开展工程教育不仅能够帮助学生在工程情境中深入学习应用科学、数学、工程和技术知识，更是涵养学生协作能力、劳动精神和家国情怀的重要手段。但当前我国中小学工程教育仍处于起步阶段，学生工程思维培养仍面临诸多挑战。其中最核心的问题在于对工程思维的内涵和具体特征缺少明确定义，一些学校“跟风”开设工程教育课程活动，但对于工程的内涵和对中小学生发展的意义缺少认识。中小学工程教育课程和活动以简单动手操作和技能培养为主，学生缺少对工程分析、设计、筹划等方面的体验，开展协作、自主思考、领悟工程师精神机会较少。学校和教师对工程相关概念、能力和价值缺少了解，缺少外部支持。同时，在大部分省份，工程和技术作为非高考学科，其重要性往往被忽视，存在挤占课时的现象。社会对工程技术领域同样存在误解，最优秀的学生不愿学习相关专业。在这样的背景下，本课题组向陶智院士请教相关问题并进行访谈。尤其围绕中小学开展工程教育的主要意义和关键点、工程思维的主要特征、当前中小学工程教育存在的主要问题和解决路径等进行深入讨论。陶智院士对上述话题提出了诸多建设性意见。陶智，北京航空航天大学教授，博士生导师，中国科学院院士，英国皇家航空学会会士，著名航空发动机专家，国家级领军人才，我国航空发动机基础研究方面的领军人物之一。陶智院士长期从事航空发动机高效热防护的传热理论、高效冷却方法和技术研究，解决了中国某型最先进军用发动机研制中高压涡轮叶片局部超温烧蚀的问题和多个型号发动机研制中涡轮盘重量与寿命难以平衡的问题，并为中国下一代航空发动机研制面临的超高涡轮前温度瓶颈问题提供了有效解决方案。多年来，陶智院士带领团队开展了大量前瞻性基础研究，取得了一批重大成果，推动了中国航空发动机气动热力学的快速发展，为现有型号的改进、改型、预研和未来高推重比航空发动机的发展做出了至关重要的贡献。科研成果先后获得国家技术发明二等奖2项、教育部技术发明一等奖1项、国防科技进步一等奖1项。发表论文285篇，合著撰写专著2部，授权国家发明专利66项。陶智院士既是深耕航空发动机领域的科学家，也是长期从事工程教育的教授和导师。他在多年的教学实践中充分理解工程思维的系统性与独特性，了解学生学习工程专业时面临的问题，对工程教育开展有独特的体会。

under the New Era, cultivating a large number of outstanding engineers with both virtue and talent is the fundamental supportives for developing new-type productive forces, achieving new-type industrialization, and realizing Chinese modernization. On May 29, 2023, in the 5th group study session of the Political Bureau of the Communist Party of China(CPC) Central Committee, General Secretary Xi Jinping pointed out that further strengthening science and engineering education, enhancing the independent cultivation of top-notch innovative talents, and providing talent support for solving the core technology problems in our country. In January 2024, China awarded the “National Engineer Award” for the first time, clarifying the definition of the engineer spirits and demonstrating the firm determination of the CPC and the nation to develop a high-level engineering and technical talent team. In recent years, with the wide-sperading of STEM education, K-12 engineering education has gradually emerged in China. In the “Curriculum Standard for General High Schools: General Technologies(2017 Edition, Revised in 2020)”, “engineering thinking” is listed as one of the key competencies, together with the “Technology and Engineering” module, aiming to help students to understand fundamental concepts and basic thinking strategies in engineering profession through curriculum learning. Carrying out engineering education in K-12 schools not only enables students to practice deeply learning in STEM areas under engineering scenarios but also serves as an important means to develop students' collaboration ability, labor spirit, and patriotism. Nevertheless, at present, K-12 engineering education in China is still emerging, and enforces many challenges. One critical issue is lacking a clear definition and nature of engineering thinking. Some schools “follow the trend” to offer engineering courses and activities but fail to have deep understandings of the nature and meanings of engineering. The courses and activities mainly focus on simple hands-on operations and skill training, and students have less experience in engineering analysis, design, and planning process, as well as have fewer opportunities for collaboration, independent thinking, and understanding the spirit of engineers. Schools and teachers have limited knowledge of engineeringrelated concepts, abilities, and values, and are still waiting for external support. Meanwhile, in most provinces, engineering and technology do not participate in the college entrance examination, which means it is overlooked frequently, and the class hours being occupied. There are also misunderstandings in society regarding the field of engineering and technology, and the most outstanding students are reluctant to apply to related majors in college. Under current background, the authors consulted Academician Tao Zhi and conducted an interview with related questions. Particularly, the authors conducted in-depth discussions with topics on the main significance and key points in K-12 engineering education, the nature and characteristics of engineering thinking, the main problems existing in current K-12 engineering education, and possible solutions. Academician Tao Zhi put forward many constructive suggestions on the topics mentioned above.Tao Zhi, professor and doctoral supervisor at Beihang University, academician of the Chinese Academy of Sciences, and fellow of the Royal Aeronautical Society, is renowned as a national-level leading expert in aeroengines. For a long time, academician Tao Zhi took part in the research of flow and heat transfer of high-temperature rotating parts, efficient cooling technology, micro-scale power systems, aero-engine coupling layout, and power systems and aircraft coupling layout. He has made outstanding contributions to the field of aerodynamics and thermodynamics of aircraft engines. Academician Tao Zhi has led the team to carry out a large number of forward-looking research projects, achieving a number of significant results, promoting the rapid development of aeroengine aerothermodynamics in China. His scientific research achievements have won two second prizes of the National Technological Invention Award, one first prize of the Technological Invention Award of the Ministry of Education, and one first prize of National Defense Science and Technology Progress Award. He has published 285 papers, co-authored 2 monographs, and was authorized 66 national invention patents.Academician Tao Zhi is not only a scientist in the field of aeroengines, but also a professor and supervisor who has long been involved in engineering education. In his many years of teaching practice, he maintains deep understanding of the systematisms and uniqueness of engineering thinking and is aware of the problems engineering major students encountering with. He has unique insights into the implementation of engineering education.