基于AHP-模糊综合评价的工程训练能力评价研究

Research on Engineering Training Competency Evaluation Based on AHP-Fuzzy Comprehensive Evaluation

摘要: 以高校工程训练教学过程为研究场景，运用层次分析法(AHP)–模糊综合评价法对工程训练效果进行系统评价，旨在精准识别影响工程训练质量的关键因素，为优化训练教学方案、提升学生工程实践能力提供理论支撑与实践指导。首先基于AHP构建工程训练效果评价体系，结合专家评审与实训教师经验，通过两两比较构建判断矩阵、经一致性检验后为各层级指标分配权重；随后通过发放教师问卷收集评价数据，确定各指标隶属函数并建立模糊综合评价矩阵；最后以某高校机械类专业3个班级的工程训练教学实践为研究对象开展实证分析。研究结果表明，AHP-模糊综合评价方法可有效量化工程训练效果，其中知识掌握水平、实践操作能力是影响训练效果的核心因素，该研究构建的评价体系与分析框架可为工程训练教学质量提升提供科学依据。

Abstract: Taking the engineering training teaching process in colleges and universities as the research context, this study employs the Analytic Hierarchy Process (AHP) and Fuzzy Comprehensive Evaluation method to systematically assess the effectiveness of engineering training. The aim is to precisely identify the key factors affecting the quality of engineering training, thereby providing theoretical support and practical guidance for optimizing training teaching plans and enhancing students’ engineering practice abilities. First, an evaluation system for engineering training effectiveness is constructed based on AHP. Combined with expert reviews and the experience of training instructors, judgment matrices are established through pairwise comparisons, and weights are assigned to indicators at each level after consistency testing. Subsequently, evaluation data are collected through questionnaires distributed to teachers, membership functions of each indicator are determined, and a fuzzy comprehensive evaluation matrix is constructed. Finally, an empirical analysis is conducted with the engineering training teaching practice of three classes majoring in mechanical engineering at a certain university as the research object. The results show that the AHP-Fuzzy Comprehensive Evaluation method can effectively quantify the effectiveness of engineering training, among which the level of knowledge mastery and practical operation ability are the core factors affecting training effectiveness. The evaluation system and analytical framework constructed in this study can provide a scientific basis for improving the teaching quality of engineering training.