以大数据、虚拟现实、人工智能等高新技术为代表的新一轮科技革命和产业革命正在加速深化，智能化是“数字-智能时代”工程教育变革的趋势所向。本研究综合运用教育内外部关系规律、系统科学理论、技术嵌入理论和共生理论，采用访谈法、思辨研究法、内容分析法和案例分析法等多种方法，探究工程教育智能化的概念认识、要素模型、内在机理、现实样态和路径构建问题，为高校系统设计和整体实现工程教育智能化提供理论启示和实践指导。首先，基于文献分析，提出工程教育智能化是依托新兴数字智能技术，变革和创新工程教育，构建面向未来“数字-智能时代”的工程教育新形态、工程人才培养新模式和工程教育教学新方式。该概念内涵诠释为智能技术在工程教育中的有机内嵌和深度应用及支撑并赋能工程教育的系统转型和体系重构，具象为技术集群耦合、资源多元集成、平台一体智联、人机协同交互、时空开放泛在、教学精准高效、学习个性自适、实践虚实贯通、评价数据驱动等基本特征及多重功能。其次，通过对50位工程教育研究专家、工科教师和工程专业本科生的访谈数据进行三级编码的质性分析，构建了由学习环境智能化、课堂教学智能化、课外学习智能化、工程实践智能化和教育教学评价智能化5个核心要素共同有机构成的工程教育智能化系统模型。在此基础上，逐一对上述各构成要素的“应然态”进行系统化建构和具体化设计，指明了高校工程教育智能化的着力点和总方向。再次，运用理论和访谈分析，发现工程教育智能化长效运行的关键是在技术内嵌的智能化环境中平衡和统整好人、技术、工程教育教学实践之间的关系。工程教育智能化的技术嵌入和共生机理表现为价值理性、工具理性和人本主义三重逻辑相结合，智能化转化、人机互动和再生产三个阶段相统一，以及供给和需求耦合、效率与质量兼备、虚拟和现实互补、人与智能体融合四大原理相兼容。另外，结合案例混合数据分析发现，工程教育智能化作为国家战略行动正在自上而下推进，现阶段只具雏形，仍存在技术支撑不足、传统模式惯性、课外学习低质、工程实践薄弱、评价方式单一、师生被动适应等现实问题，面临教育教学环境智能化升级、教师与学生角色定位转型、教学内容和教学方式革新、重构工程实践教学体系、打破教师与学生惯性惰性、优化教学效果和质量评价等挑战。最后，统合理论意蕴与现实依据，提出工程教育智能化的实现有赖于打造教-技一体化生态，从“理念·目标·策略·保障”等多方面整体构建可行路径。
The new round of scientific and technological revolution and industrial revolution represented by high and new technologies such as big data, virtual reality and artificial intelligence are deepening rapidly, and intelligentization is the trend of engineering education reform in the "digital-intelligent era". This study comprehensively applies the law of internal and external relations in education, systematic science theory, technology embedding theory and symbiosis theory, and adopts interview method, speculative research method, content analysis method, case analysis method and other methods to explore the conceptual understanding, element model, inner mechanism, current situation and path construction of intelligentization of engineering education. It provides theoretical inspiration and practical guidance for the systematic design and the overall realization of intelligentization of engineering education in colleges and universities.First of all, based on literature analysis, it is proposed that intelligentization of engineering education relies on emerging digital and intelligent technology to transform and innovate engineering education and build a new form of engineering education, a new model of engineering talent training and a new way of engineering education teaching for the future "digital-intelligent era". The connotation of the concept is interpreted as the organic embedding and deep application of intelligent technology in engineering education, and the systematic transformation and system reconstruction that supports and empowers engineering education. It is embodied in the basic characteristics and multiple functions of technology cluster coupling, multi-resource integration, platform integrated intelligence, human-computer collaborative interaction, open space-time, accurate and efficient teaching, personalization and self-adapting of learning, combination of virtual and real practice, and evaluation data-driven.Secondly, based on the three-level coded qualitative analysis of 50 interview data of engineering education research experts, engineering teachers and engineering undergraduates, an system model of intelligentization of engineering education is constructed, which is composed of five core elements: intelligentization of learning environment, intelligentization of classroom teaching, intelligentization of extra-curricular learning, intelligentization of engineering practice and intelligentization of educational teaching evaluation. On this basis, the paper systematically constructs and concretizes the "should state" of the above elements, and points out the focus and overall direction of the intelligentization of engineering education in colleges and universities.Thirdly, through theoretical and interview analysis, it is found that the key to the long-term operation of intelligentization of engineering education is to balance and integrate the relationship between human, technology and engineering education and teaching practice in the intelligent environment embedded in technology. The technology embedding and symbiosis mechanism of intelligentization of engineering education is manifested as the combination of value rationality, tool rationality and humanism, the unification of three stages of intelligent transformation, human-machine interaction and reproduction, and the compatibility of the four principles of supply and demand coupling, both efficiency and quality, virtual and reality complementarity, and the integration of human and intelligent agent.In addition, combined with the case and mixed data analysis, it is found that the intelligentization of engineering education is being promoted from top to bottom as a national strategic action. Currently, it only has an embryonic form. There are still practical problems such as insufficient technical support, inertia of traditional model, low quality of extra-curricular learning, weak engineering practice, single evaluation method, and passive adaptation of teachers and students. It also faces many challenges, such as the intelligent upgrading of education and teaching environment, the transformation of teachers‘ and students‘ role positioning, the innovation of teaching content and teaching methods, the reconstruction of engineering practice teaching system, the breaking of inertia of teachers and students, and the optimization of teaching effect and quality evaluation.Finally, combining the theoretical implication and the practical basis, the paper proposes that the realization of the intelligentization of engineering education depends on building a education-technology integrated ecology, and constructing a feasible path from many aspects such as "ideal, goal, strategy and guarantee".
