【摘要】 自我国加入华盛顿协议后，工程伦理成为工程教育不可或缺的内容。“工程伦理”课程对如今我国的工程教育来说是件全新的事。工程与伦理是什么关系？这门课的教学目标能将工程与伦理的教学目标简单相加吗？现今我国高校主流的工程教学与伦理教学方法能适用于它吗？这些问题是每个开课教师必须面对的问题。笔者以深入工程现场、参与工程实践活动，以及与工程师、科学家访谈的方式获得对工程的理解，以多年的教学实践对工程伦理教学的上述问题进行探索，创新教学方法，努力接近课程的底层逻辑以达到好的教学效果。笔者认为“工程伦理”课程由工程思维、伦理价值、教学目标和教学方法四个子系统构成，它们共同形成了紧密联系的课程教学体系。本文详细阐明了它们在课程体系中的相互关系与功能，解析了“工程伦理”课程运行的逻辑。更多还原

【Abstract】 Since China joined the Washington Accord, engineering ethics has become an indispensable part of engineering education. However, the course of “engineering ethics” is a new subject for today’s engineers in China. Every teacher would face questions concerning the connection between engineering and ethics, the teaching objectives of the course, and the applicability of the current teaching methods in the engineering and ethics courses. By participating in engineering activities on-site and interviewing engineers and scientists to understand engineering, we have looked for answers for the above questions over the last 20years’ teaching and innovated teaching methods, and tried to find basic logic for the course for better outcomes. The engineering ethics module for masters of engineering includes four sub-systems: ethical value,engineering thinking, teaching objectives and teaching methods. This article illuminates their functions and connections and analyzes the logic of engineering ethics courses.更多还原