美国工程伦理教育评价研究  

On Evaluation of Engineering Ethics Education in American

作　　者：胡文龙[1] 

机构地区：[1]北京航空航天大学高等教育研究所,北京100191

出　　处：《北京航空航天大学学报（社会科学版）》2011年第6期102-107,共6页Journal of Beijing University of Aeronautics and Astronautics：Social Sciences edition Edition

摘　　要：重视培养工科生的伦理责任意识是美国工程教育在20世纪末发生的显著变化之一。随着越来越多的美国高校开设工程伦理课程,如何评价工程伦理教育效果就成为美国工程教育界关注的一个话题。在简要分析美国工程伦理教育目标的基础上,对3个具有代表性的工程伦理教育评价工具和研究方法进行了详细阐述,指出美国工程伦理教育评价具有重视评价学生伦理推理能力、综合运用定量和定性评价方法、重视评价主体和评价环境的多元性等特点,并对中国工程教育中如何开展工科生"软素质"教育和评价工作提出了建议。The growing recognition of the importance of engineering student＇s ethic responsibility was one of the notable changes in engineering education in the USA.With increasingly American university setting up course related to engineering ethics,how to assess it effects becoming the focus of engineering educator.Based on analyzing the objective of engineering education,this article presents the current evaluation tool and method being used in engineering ethics education,elaborates three typical evaluation tools and methods and points out the five characteristics in assessment of engineering ethics education,such as much attentions are paid to student＇s ethical reasoning ability,combination of qualitative and quantitative method and so on.In the end,the paper puts forward some suggestions about how to carry out ethic education and how to evaluate engineering student＇s ＂soft＂ ability in China university.

关 键 词：工程伦理教育 科罗拉多矿业学院工程伦理评价量表 工程与科学问题测验 

分 类 号：G40-058.1[文化科学—教育学原理]