土木工程专业《工程伦理》课程的教学设想
摘要
工程伦理是人文和科技的交叉学科,高校开展《工程伦理》教育有助于土木工程从业人员建立正确的价值观。文章对土木工程专业《工程伦理》课程的授课内容、教学方法、授课老师和考核方式等进行了探讨,建议课程融入一级建造师考试中的关键法律法规知识。法律法规的限定、正面案例的引导与负面案例的震慑,多管齐下可使学生在未来工程建设中做出正确的伦理选择。
Engineering ethics is a subject that combines humanities and science, and universities carry out the courses engineering ethics, whichis helpful to establish the correct values of civil engineering practitioners. The content, teaching method, instructor and the evaluation methods of engineering ethics education of civil engineering are discussed, and it is suggested to integrate the key points of laws and regulations of construction projects of National First-Class Construction Engineer examination. With the multi-channel approach of the restricted by laws and regulations, the guidance by positive cases and the deterrent by negative case, students will learn to make reasonable engineering ethics decisions in their future work.
Engineering ethics is a subject that combines humanities and science, and universities carry out the courses engineering ethics, whichis helpful to establish the correct values of civil engineering practitioners. The content, teaching method, instructor and the evaluation methods of engineering ethics education of civil engineering are discussed, and it is suggested to integrate the key points of laws and regulations of construction projects of National First-Class Construction Engineer examination. With the multi-channel approach of the restricted by laws and regulations, the guidance by positive cases and the deterrent by negative case, students will learn to make reasonable engineering ethics decisions in their future work.
引文
[1]李宁.我国土木工程师职业道德探析[D].东北大学,2009.
[2]蒋忠海,张国学.交通土木类专业的工程伦理教育探索[J].高教学刊,2016,14:89-90.
[3]刘绍春.工程伦理教育与理工科大学生道德素质的培养[J].北京理工大学学报(社会科学版),2004,6(2):9-11.
[4]王孙禺,梁竞文.多学科视角下的工程伦理教育[J].清华大学教育研究,2017,38(4):9-12+18.
[5]王进,彭妤琪.工程伦理教育的中国本土化诉求[J].现代大学教育,2018,4:85-94.
[6]毛天虹.工程伦理教育多维立体融入高校思想政治教育的理论和实践研究[J].高教学刊,2018,23:71-73.
[7]张恒力.工程伦理规范何以可能[J].东北大学学报(社会科学版),2017,19(5):447-452.
[8]邹晓东,李恒,姚威.国内工程伦理实践研究述评[J].高等工程教育研究,2017,3:66-72.
[9]刘静.构建基于系统论的工程伦理教育培养体系[J].高等工程教育研究,2010,6:94-97.
[10]王进,彭妤琪.从“毛坯工程师”到“当责工程师”——工程师的伦理角色分析[J].昆明理工大学学报(社会科学版),2018,18(3):21-27.
[2]蒋忠海,张国学.交通土木类专业的工程伦理教育探索[J].高教学刊,2016,14:89-90.
[3]刘绍春.工程伦理教育与理工科大学生道德素质的培养[J].北京理工大学学报(社会科学版),2004,6(2):9-11.
[4]王孙禺,梁竞文.多学科视角下的工程伦理教育[J].清华大学教育研究,2017,38(4):9-12+18.
[5]王进,彭妤琪.工程伦理教育的中国本土化诉求[J].现代大学教育,2018,4:85-94.
[6]毛天虹.工程伦理教育多维立体融入高校思想政治教育的理论和实践研究[J].高教学刊,2018,23:71-73.
[7]张恒力.工程伦理规范何以可能[J].东北大学学报(社会科学版),2017,19(5):447-452.
[8]邹晓东,李恒,姚威.国内工程伦理实践研究述评[J].高等工程教育研究,2017,3:66-72.
[9]刘静.构建基于系统论的工程伦理教育培养体系[J].高等工程教育研究,2010,6:94-97.
[10]王进,彭妤琪.从“毛坯工程师”到“当责工程师”——工程师的伦理角色分析[J].昆明理工大学学报(社会科学版),2018,18(3):21-27.