如何唤醒工科学生对伦理问题的敏感性
发布时间：2018-11-22 10:32
【摘要】：对伦理问题的敏感性是激发伦理意识和衍生伦理行为的根源。当前高校在工科学生伦理敏感性培养上的弱化,是工程伦理教育屡遭诟病的关键肇因。开启从"他律,被动,强制性"的伦理教条向"自律,主动,自觉性"的自我唤醒的奠基之路是工程伦理教学的革新重点。以唤醒伦理敏感性为源点,构建以自我召唤为内驱力、教师指导和校园环境建设为外驱力、企业需求为牵引力以及家庭支持为助推力的四面体模型。通过分析各项外力对工科学生伦理敏感性形成的影响机理,明确学生的自觉、自发、自动、自醒是工程伦理教育的最核心内力,教师职业素质优化和校园育人环境构建、企业人才需求明晰、家庭支持稳妥可靠是三种重要的引导策略。四种力量的聚合,使得工科学生能够获得伦理敏感力并自觉加以运用,形成长期可携带的伦理判断能力和道德意志力,真正实现道德自觉这一工程伦理教育目标。
[Abstract]:Sensitivity to ethical issues is the root of stimulating ethical awareness and derivative ethical behavior. At present, the weakening of ethics sensitivity of engineering students in colleges and universities is the key cause of the repeated criticism of engineering ethics education. It is the key point of innovation in engineering ethics teaching to open the road of self-awakening from "heteronomy, passivity and compulsion" to "self-discipline, initiative and consciousness". Based on the arousal of ethical sensitivity, a tetrahedral model with self-calling as internal drive, teacher guidance and campus environment construction as external drive, enterprise demand as tractive force and family support as booster is constructed. By analyzing the influence mechanism of various external forces on the formation of ethics sensitivity of engineering students, it is clear that the conscious, spontaneous, automatic and self-awakening of students is the core internal force of engineering ethics education, the optimization of teachers' professional quality and the construction of campus education environment. There are three important guiding strategies: clear demand for talents and stable and reliable family support. The amalgamation of four kinds of forces enables engineering students to acquire ethical sensitivity and consciously apply it to form a long-term portable ability of ethics judgment and moral willpower and to realize the goal of engineering ethics education of moral consciousness.
【作者单位】： 中南大学土木工程学院工程管理系;中南大学土木工程学院;
【基金】：高等学校“十三五”工程管理专业综合改革试点项目 中国工程院咨询研究项目(2013—XZ—1)
【分类号】：G641
，
本文编号：2349046
[Abstract]:Sensitivity to ethical issues is the root of stimulating ethical awareness and derivative ethical behavior. At present, the weakening of ethics sensitivity of engineering students in colleges and universities is the key cause of the repeated criticism of engineering ethics education. It is the key point of innovation in engineering ethics teaching to open the road of self-awakening from "heteronomy, passivity and compulsion" to "self-discipline, initiative and consciousness". Based on the arousal of ethical sensitivity, a tetrahedral model with self-calling as internal drive, teacher guidance and campus environment construction as external drive, enterprise demand as tractive force and family support as booster is constructed. By analyzing the influence mechanism of various external forces on the formation of ethics sensitivity of engineering students, it is clear that the conscious, spontaneous, automatic and self-awakening of students is the core internal force of engineering ethics education, the optimization of teachers' professional quality and the construction of campus education environment. There are three important guiding strategies: clear demand for talents and stable and reliable family support. The amalgamation of four kinds of forces enables engineering students to acquire ethical sensitivity and consciously apply it to form a long-term portable ability of ethics judgment and moral willpower and to realize the goal of engineering ethics education of moral consciousness.
【作者单位】： 中南大学土木工程学院工程管理系;中南大学土木工程学院;
【基金】：高等学校“十三五”工程管理专业综合改革试点项目 中国工程院咨询研究项目(2013—XZ—1)
【分类号】：G641
，
本文编号：2349046
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