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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2021年03期

页码:

47-54

栏目:

工程教育

出版日期:

2021-06-20

文章信息/Info

Title:

Project Types and Complex Problem-Solving Competencies:Towards a Conceptual Framework

作者:

安奈特·科莫斯 里卡·布罗加德·贝特尔 杰蒂·埃格兰德·霍尔加德 亨利克·沃尔姆·鲁特赫

奥尔堡大学 信息技术与设计技术学院

Author(s):

Anette Kolmos Lykke Brogaard Bertel Jette Egelund Holgaard Henrik Worm Routhe

The?Technical?Faculty?of?IT?and?Design,?Aalborg?University,?Denmark

关键词:

项目类型; 复杂问题解决; 跨学科性; 基于问题的学习

Keywords:

project types;  complex problem-solving;  interdisciplinarity;  problem based learning

分类号:

G40-01

文献标志码:

A

摘要:

项目管理和协作被认为是工程教育领域的核心能力，既涉及复杂问题的解决，也是必备专业技能的一部分。项目管理和协作技能最常见的学习方式是在工程课程中引入不同类型的团队项目，并让学生反思他们的技能发展。然而，学生在项目过程中的体验和学习取决于团队规模、工作的时长，以及项目自身的规模和组织——其范围涵盖了从一个较窄的学科方法到更为宽泛的任务，并结合了跨学科和跨组织的学习成果。本文构建了一个项目管理和团队协作的概念框架，用于解释教育项目的变化和预期的学习结果。基于科学内涵和问题范围，以及不同层次项目管理下的团队规模和组织两个维度，本研究提炼总结了四类教育项目，包括学科项目、多元项目、跨学科项目和大型项目。这四类项目通过不同的方式，帮助学生掌握工程教育领域中的复杂问题解决能力，如问题识别、分析和解决、协作技能和项目管理等。本文尤其关注与不同类型的跨学科项目相关的预期学习成果。

Abstract:

Project management and collaboration are considered core competencies in engineering education, both in relation to complex problem-solving and as part of the required professional skill set. The most common way of learning both project management and collaboration skills is by introducing different types of team based projects in the engineering curriculum and letting students reflect on their skills development. However, the student experiencing and learning during a project process depends on the team size and duration of the project work, as well as the scope and organization of the project itself, ranging from a narrower disciplinary approach to a more contextual one, incorporating interdisciplinary and interorganizational learning outcomes. In this paper, we present a conceptual framework for understanding the variations in educational projects and intended learning outcomes for project management and teamwork. The project typology is based on two dimensions: 1) the scientific content and problem scoping, and 2) the size and organization of the team(s) implicitly involving project management processes on varying levels. Combining these two dimensions results in four educational project categories: the discipline project, multi-projects, interdisciplinary projects and megaprojects. These four ideal types of project frame students’ learning of various complex problem-solving competencies such as problem identification, analysis and solving, collaboration skills and project management in different ways, all relevant in engineering education. Here, we focus specifically on intended learning outcomes related to the different types of interdisciplinary projects.

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更新日期/Last Update: 2021-06-20