本文在对个体认知发展理论的沿革进行综述的基础上,以Perry认知发展理论模型为指导,对美国五所研究型高校工程专业中国博士生的认知发展现状及影响因素进行测量与分析。基于前期定量研究发现,大部分学生认知发展已经达到Perry模型的高阶思维方式。在前期定量研究结果的基础上,本研究进一步进行了深度的质性访谈。研究发现,学生的认知发展与其所在的环境、学习经历以及人员(导师、同学等)有着密切联系。基于上述发现,本文进一步讨论和总结了认知发展理论对我国工程教育的实践意义,并对工程教育过程中教师的角色转换、教学方法的改革、课程的设计等不同方面提出了建议。 Based on the review of the evolution of individual cognitive development theory, Perry cognitive development theory model is used as a guide to measure and analyze the current situation and influencing factors of the cognitive development of Chinese Ph.D. students majoring in engineering universities in the United States. Based on the previous quantitative study, we found that most students’ cognitive development has reached the Perry model’s high-level way of thinking. Based on the previous quantitative research results, this study further conducted a deep qualitative interview. The study found that students’ cognitive development is closely related to their environment, their learning experience and their staff (mentors, classmates, etc.). Based on the above findings, this article further discusses and summarizes the practical significance of the theory of cognitive development to our country’s engineering education, and puts forward suggestions on different aspects of the role of teachers in the process of engineering education, such as the reform of teaching methods and the design of the curriculum.