{"title":"当今工程教育的困境","authors":"G. S. Brown","doi":"10.1109/TE.1961.4322183","DOIUrl":null,"url":null,"abstract":"The present wide-scale activity to increase the science content of engineering curricula can, if not skillfully accomplished, result in the teaching of science, and not the engineering of science, to engineers. The changes experienced in the substance of the curricula are sometimes so great that faculties encounter great difficulty in providing worthwhile engineering examples to support their presentations of engineering science.","PeriodicalId":175003,"journal":{"name":"Ire Transactions on Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1961-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"9","resultStr":"{\"title\":\"Today's Dilemma in Engineering Education\",\"authors\":\"G. S. Brown\",\"doi\":\"10.1109/TE.1961.4322183\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The present wide-scale activity to increase the science content of engineering curricula can, if not skillfully accomplished, result in the teaching of science, and not the engineering of science, to engineers. The changes experienced in the substance of the curricula are sometimes so great that faculties encounter great difficulty in providing worthwhile engineering examples to support their presentations of engineering science.\",\"PeriodicalId\":175003,\"journal\":{\"name\":\"Ire Transactions on Education\",\"volume\":\"13 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1961-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"9\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Ire Transactions on Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/TE.1961.4322183\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Ire Transactions on Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/TE.1961.4322183","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The present wide-scale activity to increase the science content of engineering curricula can, if not skillfully accomplished, result in the teaching of science, and not the engineering of science, to engineers. The changes experienced in the substance of the curricula are sometimes so great that faculties encounter great difficulty in providing worthwhile engineering examples to support their presentations of engineering science.
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