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2021-03-30 16:38:41 | onclick: | The doctor of Education Statistics talks about engineering department can design and manufacture

In recent years, our chip industry has been stuck by Mattel. Although several companies such as Huawei can design top-level chips, we can't make them, and can only entrust them to enterprises such as TSMC for their own work. Because the Taiwan product electrical processing equipment uses key parts of matte, it is forbidden to substitute Huawei chips due to the restrictions of Meidi. As a result, our chip design ability can not form a real industrial capability by establishing a pavilion in the air.

This has caused a great shock to the whole society, especially for our university engineering education has a great stimulation.

For a long time, our universities have not really understood the development and educational rules of technology or (Technology Science). We have long thought that we can do well in technology if we know the scientific principles and design them. It's a great mistake. Under the guidance of this wrong thought, many universities and engineering majors have to cut down the experimental teaching and hands-on teaching. Taking our civil engineering major as an example, the basic courses such as mechanics and mathematics have been greatly strengthened, but some of the courses of construction technology, construction machinery and test and testing have been cut off, some of them are in real life. In addition, the universities have been occupied by doctors who have graduated from school to work in the school in recent years. They are not very interested in these practical courses (even graduation design), and they are habitually inclined to the scientific principles and naturally slide to the way that classroom (Theory) teaching is the absolute dominant way. It has led to the cultivation of a large number of engineering technicians who only can hold back enough design and empty papers and can not truly innovate technology.

In fact, technology science (which is the core of Engineering) has its own laws, and it has the remarkable characteristics of systematicness, cross domain, complexity and gradual evolution. Any technology involves many subjects. Only by integrating them organically can we solve specific problems. For example, a technology of sliding form construction of concrete wall slab involves the knowledge of concrete materials, machines and automation, building structure and other disciplines. As a civil engineering major, it is impossible to understand the technology or improve the technology under the premise of cutting off the courses of construction machinery (including mechanical principle), electronics and electrical technology. Some people may say that this technology can be done by mechanical and liberal professionals. But we forget that any new technology's most likely innovation must come from contacting his technicians. As for the sliding mode construction technology, it must come from the civil engineers on the first line, and the initial technological innovation ideas of these civil technicians after facing the pressure of construction period. With this idea, it is possible to invite mechanical and electrical automation personnel to participate in further improvement of the technology. That is, in the knowledge system of civil engineering technicians, there must be some knowledge seeds of machinery, electronics and electrical. Otherwise, it is difficult to produce the original innovation ideas. The curriculum configuration of university engineering is too pure now, and it is more and more disliked to cross some other disciplines of knowledge, and also care too much about the theory, which is not conducive to technological innovation.

Technology (including the development of new products) is far more complex than putting it forward and designing it. For a new product, our design (assumption) will only consider the performance, function, appearance, structure and material of a product. It is often considered less about how it is made, and many details are often ignored. For example, architectural drawings, many do not consider what technology and equipment to build, which leads to some structural design because of the complexity of shape, difficult to build (or too high cost, difficult to bear). In fact, manufacturing or production processes are often the core of technology. This is the most illustrative problem in chip technology.

Our engineering education also forgot that technology has evolved gradually. Take mobile phones as a case, how many upgrades have been experienced from the start of big bricks to the small, multi-functional smartphones? Many software is also constantly upgraded. Many of our textbooks talk about a technology, only one version; even if we introduce a variety of materials, we never introduce the internal relations and laws of technology development. Our education of science and technology history is basically scattered and poor. This kind of teaching activity which static view technology takes must be corrected as soon as possible. Otherwise, the trained personnel cannot have the ability to continuously improve the technology.

The engineering education in university is not small, and the technical training of the technical personnel of the company is not much better. Taking civil engineering as an example, the large-scale construction enterprises have become the same enterprises as real estate companies. They get the project, they do not build themselves, but subcontract to small companies, small companies to the construction team. As a general contractor, large enterprises have not really contacted the production front line by a large number of technical personnel. They do Party A's work, do information or run relationships. Technical personnel who have separated from the actual technology can not have any technical training or make valuable technological innovation. This is especially serious in some areas of technology with serious capitalization and finance.

Therefore, engineering has its own unique rules of talent training. We should pay attention to interdisciplinary in the design of engineering courses; teachers with practical ability should be increased in a large number (not too much attention to diploma, practical experience is also important; not too much attention to papers, practical hand ability is also a necessary quality of technical innovation); colleges and universities, majors and majors should be among them More exchanges and cooperation should be made; more attention should be paid to the cultivation of practical ability. The general basic knowledge of mechanical equipment, electrical and electronic technology, science and technology history and other engineering departments should be opened in all engineering disciplines.

Above is my immature view, wrong place also please everybody colleagues to correct!

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