【摘要】 当前工程伦理教学存在"规训"主导教学、片面强调伦理判断和决策能力及案例在角色和时间上的封闭性三方面的问题,最终导致跨文化达成伦理共识能力的培养缺位。针对此问题,浙江大学(ZJU)和弗吉尼亚大学(UVa)以跨文化为突破口,在注重伦理主体的完整性、互动的探索性和视角的启发性原则指导下,以开放式场景为载体,以学生多阶段互动为主要形式展开教学,通过教学设计塑造恰当的学生、场景与教师三者的关系,从而为达成伦理共识营造良好的氛围。本次教学实践提炼出"识别异同—建构意义—扩展视域"的路径,用以培养学生跨文化达成伦理共识的能力。更多还原

【Abstract】 The three problems of current teaching practices of Engineering Ethics are discipline-oriented teaching, undue emphasis on the ability of making ethical judgement and decisions, and the sealing property of cases in terms of roles and time. Consequentially, the cultivation of the ability of building intercultural ethical consensus is absent. To tackle this problem, the teaching action implemented by Zhejiang University(ZJU) and the University of Virginia(UVa) takes interculture as the breakthrough point, follows the principles of complete ethical subjects, exploratory interaction, and enlightening perspectives, employs multistage interaction of students in open scenes as the main form of teaching. Through teaching design, proper relationships among students, scenes and teachers are established to create favorable atmosphere for building ethical consensus. Based on the teaching practices, the approach to cultivating students’ ability of building intercultural ethical consensus is summarized as "identifying similarities and differences-constructing meanings-expanding horizons".更多还原