李一平 張楠 朱立琴 張小龍 王黃莫楠
摘? 要:工程倫理教育是工程教育的重要組成部分,是加強(qiáng)工程師倫理道德修養(yǎng)的重要途徑。已有越來(lái)越多的高校將工程倫理教育納入工程專(zhuān)業(yè)學(xué)生的學(xué)位培養(yǎng)方案之中,使學(xué)生在掌握扎實(shí)的基礎(chǔ)理論和專(zhuān)業(yè)技術(shù)的同時(shí),提高職業(yè)道德修養(yǎng)和工程倫理素養(yǎng)。然而目前工程倫理教育在我國(guó)尚處于初級(jí)發(fā)展階段,對(duì)其的研究仍然較少,教學(xué)資源還不夠豐富,教學(xué)經(jīng)驗(yàn)相對(duì)缺乏,且還未形成相對(duì)成熟完善的教學(xué)模式。故文章基于工程倫理教育的重要性,從教學(xué)對(duì)象、教學(xué)主體、教學(xué)內(nèi)容、教學(xué)方法四個(gè)方面系統(tǒng)探討工程倫理教育實(shí)施與發(fā)展的思路,提出完善工程倫理的教學(xué)模式,以期豐富工程倫理教育教學(xué)研究的基礎(chǔ)理論,為高校工程倫理教育教學(xué)實(shí)踐提供借鑒。
關(guān)鍵詞:工程倫理;高等教育;工科思想道德修養(yǎng);教學(xué)模式
中圖分類(lèi)號(hào):G642? ? ? ?文獻(xiàn)標(biāo)志碼:A? ? ? ? ? 文章編號(hào):2096-000X(2021)26-0122-04
Abstract: Engineering ethics education is an important part of engineering education and an important way to strengthen the ethical and moral cultivation of engineers. More and more colleges and universities have incorporated engineering ethics education into the degree training program of engineering students, so that students can master solid basic theory and professional technology, and improve their professional ethics and engineering ethics. However, at present, engineering ethics education in China is still in the primary stage of development, and its research is still less, teaching resources are not rich enough, teaching experience is relatively lacking, and a relatively mature and perfect teaching model has not yet been formed. Therefore, based on the importance of engineering ethics education, this paper systematically discusses the implementation and development of engineering ethics education from the four aspects of teaching object, teaching subject, teaching content and teaching method, and puts forward the teaching mode of improving engineering ethics, with a view to enriching the basic theory of engineering ethics education teaching research and providing engineering ethics education for colleges and universities. The teaching practice of science education provides reference.
Keywords: engineering ethics; higher education; ideological and moral cultivation of engineering; teaching mode
隨著我國(guó)經(jīng)濟(jì)社會(huì)的快速發(fā)展,高校工程教育的進(jìn)步有目共睹。時(shí)至今日,各領(lǐng)域的技術(shù)越來(lái)越綜合,工程本身也越來(lái)越復(fù)雜,對(duì)社會(huì)和自然的影響也越來(lái)越深遠(yuǎn),因此工程師的責(zé)任越來(lái)越重大,對(duì)于工程專(zhuān)業(yè)學(xué)生的要求也就越來(lái)越嚴(yán)格,不僅需要掌握扎實(shí)的基礎(chǔ)理論和專(zhuān)業(yè)技術(shù),還需要提高職業(yè)道德修養(yǎng)和工程倫理素養(yǎng)。隨著當(dāng)前對(duì)工具理性及其帶來(lái)的工程風(fēng)險(xiǎn)的反思,使我們對(duì)“責(zé)任在當(dāng)代道德理解中已經(jīng)成為一個(gè)關(guān)鍵術(shù)語(yǔ)”的感受越發(fā)真切[1]。所以,如何培養(yǎng)未來(lái)工程師的責(zé)任意識(shí),有效促進(jìn)職業(yè)道德修養(yǎng)的培育已然是各大高校在進(jìn)行工程倫理課程設(shè)計(jì)和實(shí)施過(guò)程中的核心問(wèn)題[2]。從學(xué)科角度分析,工程倫理教育只是一門(mén)用于工程實(shí)踐的倫理學(xué)課程;然而從社會(huì)角度來(lái)看,開(kāi)展工程倫理教育課程對(duì)社會(huì)發(fā)展的影響十分深遠(yuǎn),開(kāi)展工程倫理教育是當(dāng)前工程教育的必然趨勢(shì)。然而,工程倫理教育又與一般的思想政治教育理念及教育模式不同,工程倫理教育具有其特殊性,所以已有的思想政治教育理念與模式并不適用于工程倫理教育。加強(qiáng)工程倫理教育,提高工程實(shí)踐者的倫理道德意識(shí),是工程教育的核心[3]。本文深入探討工程倫理的創(chuàng)新教育模式,研究工程倫理教育的實(shí)踐問(wèn)題,由教育主體為引導(dǎo),貫徹落實(shí)于教育對(duì)象,以提高學(xué)生工程倫理意識(shí)、增強(qiáng)學(xué)生遵循倫理規(guī)范的自覺(jué)性,以及提升其應(yīng)對(duì)工程倫理問(wèn)題能力為目標(biāo),以期為高校工程倫理教育提供理論參考,為培養(yǎng)未來(lái)工程師打下堅(jiān)實(shí)的基礎(chǔ)。