学科交叉融合背景下工程伦理教育的创新发展  

On Innovation Development of Engineering Ethics Education Under the Background of Interdisciplinary Fusion

作　　者：张勇[1] 吕慈仙[2,3] 

机构地区：[1]宁波大学阳明学院 [2]厦门大学教育研究院 [3]浙江工商职业技术学院

出　　处：《高等工程教育研究》2016年第3期121-126,共6页Research in Higher Education of Engineering

基　　金：国家社科基金(教育学)项目"异地高考政策对随迁子女社会融合的影响研究"(BIA150116);宁波市2014年教育科学规划研究课题"交叉学科视域下的工程伦理教育"(YGH016)的部分研究成果

摘　　要：学科交叉是工程伦理教育整体化发展与进步的重要推动力量。学科交叉融合背景下的工程伦理教育是工程创新、工程活动生命周期发展和工程伦理宏观转向的需要,具有多元性、开放性等特征。其自主性的确立主要通过完善学科基础、传播工程职业理念、强化制度建设三种途径来达成。学科交叉融合背景下的工程伦理教育需要强化问题意识、培育意识和需求意识。Interdis engineering ciplinarity is an important driving force for the integration development and progress of ethics education. The engineering ethics education from the perspective of interdisciplinary fusion is needed by the engineering innovation, the development of engineering life cycle, and the transformation of macroethics in engineering. It has the characteristics of pluralism and openness. The establishment of its autonomy can be reached through improving the subject basis, transmitting the idea of engineering occupation and strengthening the system construction. It also needs to strengthen the consciousness of problems, cultivation and needs.

关 键 词：学科交叉 工程伦理教育 创新 自主性 

分 类 号：B82-05[哲学宗教—伦理学] G642[文化科学—高等教育学]