中文摘要：

第四次工业革命的到来,促使工程教育进行全方位的变革。＂新工科＂改革倡议正是我国工程教育面对《中国制造2025》所做出的积极回应。工业4.0的核心内容包括智能工厂、智能生产和智能物流三大主题和大数据分析、自主机器人、模拟、水平和垂直系统集成、工业物联网、网络安全、云计算、增材制造、增强现实9项先进技术。未来工程领域将在可持续发展、计算能力、大数据、互联网与物联网、纳米技术和3D打印材料、跨学科合作方面呈现新的趋势。为了适合新工业革命与工程发展的新趋势,针对网络一代大学生的学习特点,当前我国新工科教学宜采用合作学习、整合教育技术、创建虚拟学习环境、跨学科协同合作、重视本科生科研、促进师生互动、实践互动的教学策略,并实施深度学习、混合学习、虚拟学习环境、学习分析的智慧教学模式,从而培养新工科学生个人效能、知识能力、学术能力、技术能力和社会能力等5类核心能力,并让学生达成6项本质性学习成果：人文、科学与技术基础知识,智力与实践技能基础,职业能力,伦理、价值、态度与行为,社区与全球意识,综合与应用学习。研究表明,我国工程教育改革必须重视基于能力的教育和基于成果的教育模式的探索,以及相应的工程教育智慧学习环境创建,以培养能够应对新工业革命挑战的卓越工程师。从改革方向来看,采用＂自上而下＂与＂自下而上＂的协同互动方式是新工科教育改革的最佳路径。

英文摘要：

The arrival of the fourth industrial revolution promotes a comprehensive reform in the engi-neering education. “The new engineering” reform initiative is a positive response of China’s engineering education to “Made in China 2025” ？ The core contents of industry 4. 0 include the three topics： smart fac-tory ,smart production and smart logistics and the nine advanced technologies： analysis of big data, autono-mous robot, vertical and horizontal system integration, industrial IoT, internet security, cloud computing, additive manufacturing and the augment reality. The future engineering will display new tendencies in the sustainable development, computing abilities, big data, internet and IoT, Nano technology, 3D printing material and cooperation of cross disciplines To meet the new tendencies of new engineering revolution and engineering development, in view of the learning features of university students of internet generation, the teaching in the new engineering of China should adopt the cooperative learning, integrated education tech-nology ,creating virtual learning environment, coordination and cooperation of cross disciplines, attention on the scientific research of undergraduates, promoting the interaction of students and teachers, and practice and interaction, and also carry out the teaching modes of deepening learning, blending learning, virtual learning environment, learning and analyzing, in order to cultivate the five core abilities of new engineering students ： individual effectiveness, knowledge abilities, scholarism capabilities and skill abilities and social abilities, and with six essential learning outcomes ： humanities, science and technologies basic knowledge, intelligence and practice skill, industrial capabilities, ethics, values, attitude and behavior, community and global consciousness, comprehensive and applicative learning. The results show that the reform in the engi-neering education of China must focus on the exploration of CBE and OBE mode, as well as the