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首页> 外文会议>ASEE Annual Conference and Exposition >Has the Moment Passed for Classical Solutions? Definitely Yes and Definitely No
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Has the Moment Passed for Classical Solutions? Definitely Yes and Definitely No

机译：这片古典解决方案的那一刻吗？绝对是的，绝对没有

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摘要

Today's computing tools facilitate rapid numerical solutions carried out to a precision unimaginable only a few decades ago. An initially logical conclusion flowing from this capability may be that the "classical" solution methods once used extensively in past professional practice for many engineering problems can now be declared obsolete and then discarded. But, many of these methods have purposes in the classroom and in engineering practice other than just producing numerical answers. They can be very useful in teaching behavior, carrying out preliminary design, and checking software output for reasonableness. In what can be considered a paradigm shift, today's young engineers are themselves no longer the primary producers of numerical solutions. They are increasingly users and managers of powerful software which carry out nearly all computationally-intensive tasks. We have also largely passed through a second stage computational maturity when engineers more often needed to prepare computer programs to carryout analysis and sometimes design. In the present third state, engineering educators need to prepare the graduates to be knowledgeable, efficient and safe designers in a professional environment where commercial software is pervasive. Classical methods, including moment distribution, and many approximate techniques have a reduced role in giving the graduate the skill to produce "exact" numerical solutions, but can and should have an even increased role, when appropriately used in synergy with computer resources, in equipping the graduate with the understanding and wisdom needed to be a successful practitioners in the present and future professional environment.
机译：今天的计算工具促进了在几十年前难以想象的精确度进行的快速数值解决方案。从这种能力流动的初始逻辑结论可能是，“经典”解决方案方法曾经广泛用于许多工程问题的过去的专业实践，现在可以宣布过时，然后丢弃。但是，许多这些方法在课堂上都有目的，而不是仅生产数字答案的工程学。它们在教学行为中非常有用，执行初步设计，并检查软件输出以获得合理性。在什么可以被认为是一个范式转变，今天的年轻工程师本身不再是数值解决方案的主要生产者。他们越来越多的用户和经理强大的软件，执行几乎所有的计算密集型任务。当工程师更常用的时候，我们还在很大程度上通过了第二阶段的计算成熟度，以便准备计算机程序以进行分析，有时设计。在目前的第三国，工程教育者需要准备毕业生在商业软件普遍存在的专业环境中以知识渊博，高效和安全的设计师。古典方法，包括矩分布，以及许多近似技术在给予毕业生的技能方面具有减少的作用，而是可以在配备计算机资源的协同作用中适当地使用时可以且应该具有甚至应该具有甚至增加的作用。毕业生有理解和智慧所需的是现在和未来的专业环境中的成功从业者。

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