为应对新工业革命的需求和挑战，MIT实施了第四次工程教育改革（MIT4.0）——新工程教育转型（NEET），卓越联盟高校开展了《面向新工业革命的工程教育体系研究》，提出了工程教育融合创新（EEII）。新工程教育转型的主要内容包括实施项目中心课程、多样化教学、灵活性、思维方式、强调系的作用、持续改进——定义未来的工程教育等六部分。工程教育融合创新的主要内容包括面向新工业革命的中国工程教育发展战略、重构中国工程教育的治理体系、工程教育范式要从当前的“回归工程”走向“融合创新”、实施基于工业价值链的工程人才培养模式、构建新的知识体系和面向工程过程的课程体系、工程人才培养质量标准体系的构建策略等方面。本文从工程教育八要素视角比较了二者的异同，MIT是通过转型的行动而成为新的工程教育，是连续性的动作；而我们要通过融合、创新方可成为新的工程教育，这样才可实现变轨超车，是跳跃性的动作。

To cope with the needs and challenges of the Fourth Industry Revolution, MIT initiates the fourth engineering education transformation (MIT4.0), which can also be called New Engineering Education Transformation, NEET; the alliance of excellent colleges proposes Engineering Education Integration Innovation, EEII. Contents of NEET include six parts: project centric curricular, various pedagogies, flexibility, ways of thinking, building on the departments’ strengths and defining the engineering education of the future. EEII has several parts including the development strategy of China’s engineering education facing the Fourth Industrial Revolution, reconstructing the governance system of China’s engineering education, the shift of paradigm of engineering education from returning of engineering education to integration and innovation, implementation of engineering talent training mode based on industrial value chain, building a new knowledge system and a curriculum system facing engineering process, construction strategy of quality standard system of engineering talents training, etc. From the perspective of eight elements of engineering education, this study compares the differences and similarities of NEET and EEII. This study finds MIT realizes its new engineering education by transformative behavior, a connective one. And we need integration and innovation, to realize new engineering education which is “corner overtaking”, a jumping behavior.

基金项目：教育部人文社会科学研究专项任务项目（工程科技人才培养研究）17JDGC018；重庆市高等教育教学改革研究项目 183133。