面向光学工程专业研究生逻辑思维与工程写作课程创新研究

Innovative Research on the Courses of Logical Thinking and Engineering Writing for Graduate Students in Optical Engineering

摘要: 在新工科建设背景下，光学工程学科正快速向智能化、交叉化与工程化方向转型。人工智能与光电技术的深度结合，对研究生的逻辑思辨能力、科研创新能力及工程写作能力提出了更高要求。当前，光学工程专业研究生培养普遍存在突出问题：过于偏重实验操作，忽视逻辑建构；过于强调技术积累，轻视规范表达。由此，在问题提炼、学术逻辑、科研思维和工程写作等方面存在明显不足，难以满足智能光电时代对高层次人才在复杂工程问题求解、技术创新及成果转化等方面的需求。本文立足光学工程学科的交叉特性与研究生培养中的痛点，围绕非虚构写作、逻辑学、批判性思维和工程写作四个模块，开展逻辑思维与工程写作课程教学的改革创新研究。通过重构教学内容、创新多元教学模式、建立全过程能力评价体系、融合学科前沿与工程实践案例，打造“思维训练–逻辑建构–实践应用–写作输出”一体化培养体系，着力提升研究生发现科学问题、凝练创新点、梳理技术逻辑、规范学术写作及撰写工程文档的综合能力，为培养具备扎实科研素养、突出创新能力与复合型工程素养的光学工程高层次人才提供课程支撑。

Abstract: Against the backdrop of new engineering education initiatives, the discipline of Optical Engineering is rapidly evolving toward greater intelligence, interdisciplinary integration, and engineering-oriented application. The deep integration of artificial intelligence with optoelectronic technologies has raised higher demands on graduate students’ logical reasoning skills, research innovation capabilities, and engineering writing proficiency. Currently, graduate education in Optical Engineering faces significant challenges: an excessive focus on experimental operations at the expense of logical framework development, and an overemphasis on technical knowledge accumulation while neglecting standardized communication practices. Consequently, there are notable deficiencies in problem identification, academic logic, scientific thinking, and engineering writing skills, failing to meet the requirements of the intelligent optoelectronics era for high-level professionals capable of solving complex engineering problems, driving technological innovation, and facilitating technology commercialization. This study addresses the interdisciplinary nature of Optical Engineering and the challenges in graduate education by conducting innovative reforms in teaching methodologies for logical thinking and engineering writing courses, focusing on four key modules: non-fiction writing, logic, critical thinking, and engineering documentation. Through restructuring curriculum content, adopting diversified teaching approaches, establishing comprehensive competency assessment systems, and integrating cutting-edge disciplinary knowledge with practical engineering cases, we have developed an integrated training framework encompassing “thinking cultivation-logical construction-practical application-writing output”. This approach aims to enhance graduate students’ comprehensive abilities in identifying scientific issues, formulating innovative solutions, organizing technical logic, standardizing academic writing, and creating professional engineering documents, thereby providing robust curricular support for cultivating high-caliber optical engineering professionals with solid research literacy, outstanding innovation capabilities, and multidisciplinary expertise.