在科技快速迭代创新的背景下,工程伦理教育的重要性日益凸显。本文基于对工程伦理教育的本源与新诉求分析,探讨中华优秀传统文化赋能工程伦理教育的价值内涵,确定“讲仁爱”、“重民本”、“守诚信”、“崇正义”、“尚和合”、“求大同”和“道法自然”等理念作为工程伦理教育的思想根基,引领学生价值观,用中华优秀传统文化中的创新精神激发工程伦理教育实践活力,指导学生实践。通过构建以中华优秀传统文化为核心思想的课程教学体系,开发融合中华优秀传统文化的虚拟现实交互场景,培育具有中华优秀传统文化素养的教师队伍,增强学生的文化认同感、伦理责任感和实践创新力,为深入推进工程伦理教育提供了有益的参考和借鉴。In the context of rapid technological iteration and innovation, the importance of engineering ethics education has become increasingly prominent. Based on an analysis of the origins and new demands of engineering ethics education, this paper explores the value of empowering engineering ethics education with the essence of Chinese excellent traditional culture. It identifies concepts such as “benevolence”, “people-oriented governance”, “integrity”, “justice”, “harmony”, “pursuit of common good” and “following the natural way” as the ideological foundation of engineering ethics education, guiding students’ values. The innovative spirit inherent in Chinese excellent traditional culture invigorates the practical vitality of engineering ethics education and directs student practices. By constructing a curriculum and teaching system centered on the core ideas of Chinese excellent traditional culture, developing virtual reality interactive practice scenarios integrated with Chinese excellent traditional culture, and cultivating a faculty team with a deep understanding of Chinese excellent traditional culture, this approach enhances students’ cultura
随着现代工程的复杂化和全球化,工程伦理问题日益凸显。传统的工程师职业伦理教育已无法满足当前工程实践的需求,亟需从个体伦理转向集体伦理,即工程共同体的宏观伦理。本文旨在探讨工程伦理教育的历史发展、现状及其未来趋势,提出从工程师职业伦理向工程共同体宏观伦理的逻辑转向,并重构工程伦理教育体系。工程伦理教育应从个体伦理转向集体伦理,构建工程共同体的宏观伦理框架。未来的工程伦理教育应注重多主体参与、全过程伦理意识培养,以及开放互动的教育生态系统,以应对现代工程的复杂性和全球化挑战。With the complication and globalization of modern engineering, the problem of engineering ethics has become increasingly prominent. Traditional professional ethics education for engineers can no longer meet the needs of current engineering practice, and it is urgent to shift from individual ethics to collective ethics, that is, the macro-ethics of engineering communities. This article aims to explore the historical development, current situation and future trend of engineering ethics education, put forward a logical shift from engineer professional ethics to engineering community macro-ethics, and reconstruct the engineering ethics education system. Engineering ethics education should shift from individual ethics to collective ethics to build a macro-ethics framework for engineering communities. The future engineering ethics education should pay attention to the participation of multiple subjects, the cultivation of ethics awareness in the whole process, and the open and interactive educational ecosystem to meet the complexity of modern engineering and the challenges of globalization.
在“新工科”建设背景下,以《天然高分子材料》课程为例,将工程伦理教育理念与专业课程有机融合,旨在培养学生工程伦理素养、规范掌握能力和决策能力。通过课前工程伦理问题的挖掘,调整教学实践环节,改革考核方式,全方位构建“工程伦理教育”以《工程伦理》课程教学为点,以“新工科”通识/专业课程为面,点面结合,润物无声,将工程伦理理念镌刻进学生的整个大学学习过程,培养有人文社会科学素养与社会责任感的新时代工程师。Under the background of “New Engineering”, taking the course of “Natural Polymer Materials” as an example, the concept of engineering ethics education is organically integrated with professional courses, aiming to cultivate students’ engineering ethics literacy, standardized mastery ability, and decision-making ability. The “engineering ethics education” is comprehensively constructed by exploring engineering ethics issues before class, adjusting teaching practice, reforming assessment methods. Focusing on the teaching of the course “Engineering Ethics” and general/professional courses of “New Engineering”, combining point and surface, silently embodying the concept of engineering ethics throughout the entire university learning process, the novel engineering ethics education will cultivate new era engineers with humanistic and social science literacy and social responsibility.
