工科学生之伦理问题意识探微——医疗建筑邻避冲突的问题导向学习
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摘要
建构良好的问题意识是开展工程伦理教育的第一推动力。工程师必须具备辨析微观、中观和宏观伦理问题的基本素养,这给教师培养工科学生从"三观"互动中提升伦理问题意识提出更高要求。以C城中心医院医疗综合楼项目的邻避冲突为例,通过问题导向学习,引导学生经由自主学习和共同讨论来产生知识,经过问题的追问、拓展和界定三个步骤确定伦理问题,学会处理公共性危机,最终找到帮助小区居民实现"诗意栖居"之道。问题导向学习"重思辨过程轻问题答案"的评价标准,既契合伦理问题结构模糊的特质,又满足学生藉由伦理教育必须习得的独立思考与知识分享以及批判精神与协作意识,还鼓励教师转变为学习的激发兴趣者、组织者、助动者和训练师。
Constructing agood problem awareness is the first driving force for engineering ethics education.It is basically required that engineers must have a understanding of ethical issues as micro,medium and macro,which puts forward higher requirements for teachers to train engineering students to raise the ethical issues awareness from the interaction of"three outlooks".In the case of the NIMBY conflict in the C City Central Hospital Medical Building Project,countermeasures to deal with public crisis were given to help local residents live poetically upon a three-stage exploration by means of Problem-based Learning,namely,guiding students to generate knowledge through independent learning and joint discussion,then determine ethical issues through three steps:questioning,expanding and defining,and finally find solutions to these ethical issues.Problem-based learning weighs thinking process more than answers,which not only matches the vague structure of ethical problems,but also enables the student to acquire independent thinking,knowledge sharing,critical spirit and collaboration awareness,and encourages teachers to transform into the stimulators,organizers,facilitators and trainers of learning.
Constructing agood problem awareness is the first driving force for engineering ethics education.It is basically required that engineers must have a understanding of ethical issues as micro,medium and macro,which puts forward higher requirements for teachers to train engineering students to raise the ethical issues awareness from the interaction of"three outlooks".In the case of the NIMBY conflict in the C City Central Hospital Medical Building Project,countermeasures to deal with public crisis were given to help local residents live poetically upon a three-stage exploration by means of Problem-based Learning,namely,guiding students to generate knowledge through independent learning and joint discussion,then determine ethical issues through three steps:questioning,expanding and defining,and finally find solutions to these ethical issues.Problem-based learning weighs thinking process more than answers,which not only matches the vague structure of ethical problems,but also enables the student to acquire independent thinking,knowledge sharing,critical spirit and collaboration awareness,and encourages teachers to transform into the stimulators,organizers,facilitators and trainers of learning.
引文
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[4]李伯聪.微观、中观和宏观工程伦理问题[J].伦理学研究,2010(4):25-30+141.
[5]李伯聪.工程与伦理的互渗与对话[J].华中科技大学学报(社会科学版),2006(4):71-75.
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[8]宋涓,等.浅析医院建设项目环境影响评价应关注的几个问题[J].广东化工,2015,42(11):167-168.
[9]李三虎.关于工程的政治、法律和伦理方法论问题探讨[J].伦理学研究,2016(4):115-121.
[10]杨畅,等.基于案例分析的群体性事件网络舆情传播规律及对策研究[J].现代情报,2014,34(10):10-14+19.
[11]郑金洲.基于新课程的课堂教学案例[M].福州:福建教育出版社,2003:147.
[12]拉格曼.一门捉摸不定的科学:困扰不断的教育研究的历史[M].花海燕,等,译.北京:教育科学出版社,2006:165-166.
[13]伊丽莎白·坎普贝尔.伦理型教师[M].王凯,杜芳芳,译.上海:华东师范大学出版社,2011:52.
[14]维果茨基教育论著选[M].北京:人民教育出版社,1994:400-406.
[15]怀特海.教育的目的[M].徐汝舟,译.北京:三联书店,2002:146.
[16]刘莉,等.基于PBL理论的工科人才培养途径探究[J].高等工程教育研究,2011(3):104-108.
[2]劳凯声.教育研究的问题意识[J].教育研究,2014,35(8):4-14.
[3]王进,彭妤琪.如何唤醒工科学生对伦理问题的敏感性[J].高等工程教育研究,2017(2):194-198.
[4]李伯聪.微观、中观和宏观工程伦理问题[J].伦理学研究,2010(4):25-30+141.
[5]李伯聪.工程与伦理的互渗与对话[J].华中科技大学学报(社会科学版),2006(4):71-75.
[6]M W Matin,R Schinzinger.Ethics in Engineering[M].New York,1996:385.
[7]William Glaberson.Coping in the Age of NIMBY[N].New York Times,1988-07-19.
[8]宋涓,等.浅析医院建设项目环境影响评价应关注的几个问题[J].广东化工,2015,42(11):167-168.
[9]李三虎.关于工程的政治、法律和伦理方法论问题探讨[J].伦理学研究,2016(4):115-121.
[10]杨畅,等.基于案例分析的群体性事件网络舆情传播规律及对策研究[J].现代情报,2014,34(10):10-14+19.
[11]郑金洲.基于新课程的课堂教学案例[M].福州:福建教育出版社,2003:147.
[12]拉格曼.一门捉摸不定的科学:困扰不断的教育研究的历史[M].花海燕,等,译.北京:教育科学出版社,2006:165-166.
[13]伊丽莎白·坎普贝尔.伦理型教师[M].王凯,杜芳芳,译.上海:华东师范大学出版社,2011:52.
[14]维果茨基教育论著选[M].北京:人民教育出版社,1994:400-406.
[15]怀特海.教育的目的[M].徐汝舟,译.北京:三联书店,2002:146.
[16]刘莉,等.基于PBL理论的工科人才培养途径探究[J].高等工程教育研究,2011(3):104-108.