工程伦理是国家教育部工程教育认证体系中对本科生毕业12条必备要求之一,也是工程硕士学位必修基础课程之一。工程伦理教育的目标定位就是要提高工程科技人员的道德水平,培育工程伦理素养,树立正确的利益价值观。基于此,设计了“意识–...工程伦理是国家教育部工程教育认证体系中对本科生毕业12条必备要求之一,也是工程硕士学位必修基础课程之一。工程伦理教育的目标定位就是要提高工程科技人员的道德水平,培育工程伦理素养,树立正确的利益价值观。基于此,设计了“意识–规范–能力”三位一体的进阶知识框架,且在各个知识点融入人道主义,社会公正、人与自然的和谐发展等课程思政要素。本论文首先介绍了工程伦理学国内外发展简史;其次,设计了工程伦理课程的培养目标、教学方法、教学手段和特色;第三,以“时代呼唤工程伦理”教学案例,较为详细地说明课程思政实施的过程;最后,给出课程思政建设的三点建议。Engineering ethics is one of the 12 essential requirements for undergraduate graduation in the engineering education certification system of the Ministry of Education of China, and it is also one of the compulsory basic courses for engineering master’s degree. The goal of engineering ethics education is to improve the moral level of engineering and technological personnel, cultivate engineering ethics literacy, and establish correct values of interests. Based on this, a three in one advanced knowledge framework of “consciousness norm ability” was designed, and ideological and political elements such as humanitarianism, social justice, and the harmonious development of human and nature were integrated into each knowledge point. This paper first introduces a brief history of the development of engineering ethics both domestically and internationally;secondly, the training objectives, teaching methods, teaching tools, and characteristics of the engineering ethics course were designed;thirdly, use the teaching case of “The Era Calls for Engineering Ethics” to provide a more detailed explanation of the process of implementing ideological and political education in the curriculum;finally, three suggestions are given for the construction of ideological and political education in the curriculum.展开更多
随着人工智能时代的到来,创新和创业成为当代大学生实践的主旋律,而创新思维是创新能力体现的核心。培养大学生创新思维,TRIZ是一个很好的工具。TRIZ法是一种基于知识的方法,它通过采用自然科学及工程技术中的效应知识,是解决发明问题...随着人工智能时代的到来,创新和创业成为当代大学生实践的主旋律,而创新思维是创新能力体现的核心。培养大学生创新思维,TRIZ是一个很好的工具。TRIZ法是一种基于知识的方法,它通过采用自然科学及工程技术中的效应知识,是解决发明问题启发式的方法论。其特点是基于逻辑和数据而不是直觉,因此能够提供再现性和可预测性。把TRIZ应用于大学生创新实践活动,指导学生应用创新工具规范化创新活动,提升其发现问题,分析问题和解决问题的能力是一种实践教学的改革。本文首先介绍TRIZ的发展历史及国内外应用现况;其次,分析大学生实践活动的特点;第三,详细介绍TRIZ导入实践教学的过程;第四,以实践案例说明TRIZ指导创新实践的方法和过程;最后,给出本文小结。With the advent of the era of artificial intelligence, innovation and entrepreneurship have become the main themes of contemporary college students’ practice, and innovative thinking is the core of innovative ability. TRIZ is a great tool for cultivating innovative thinking among college students. TRIZ method is a knowledge-based approach that utilizes knowledge of effects from natural sciences and engineering technology to solve heuristic methods for solving invention problems. Its characteristic is based on logic and data rather than intuition, thus providing reproducibility and predictability. Applying TRIZ to college students’ innovative practice activities, guiding students to apply innovative tools to standardize innovation activities, and enhancing their ability to identify, analyze, and solve problems is a reform of practical teaching. This article begins by introducing the development history of TRIZ and its current application status both domestically and internationally. Secondly, it analyzes the characteristics of practical activities among university students. Thirdly, it provides a detailed introduction to the process of introducing TRIZ into practical teaching. Fourthly, practical case studies are used to illustrate the methods and processes of TRIZ in guiding innovative practices. Finally, a summary of this article is presented.展开更多
文摘工程伦理是国家教育部工程教育认证体系中对本科生毕业12条必备要求之一,也是工程硕士学位必修基础课程之一。工程伦理教育的目标定位就是要提高工程科技人员的道德水平,培育工程伦理素养,树立正确的利益价值观。基于此,设计了“意识–规范–能力”三位一体的进阶知识框架,且在各个知识点融入人道主义,社会公正、人与自然的和谐发展等课程思政要素。本论文首先介绍了工程伦理学国内外发展简史;其次,设计了工程伦理课程的培养目标、教学方法、教学手段和特色;第三,以“时代呼唤工程伦理”教学案例,较为详细地说明课程思政实施的过程;最后,给出课程思政建设的三点建议。Engineering ethics is one of the 12 essential requirements for undergraduate graduation in the engineering education certification system of the Ministry of Education of China, and it is also one of the compulsory basic courses for engineering master’s degree. The goal of engineering ethics education is to improve the moral level of engineering and technological personnel, cultivate engineering ethics literacy, and establish correct values of interests. Based on this, a three in one advanced knowledge framework of “consciousness norm ability” was designed, and ideological and political elements such as humanitarianism, social justice, and the harmonious development of human and nature were integrated into each knowledge point. This paper first introduces a brief history of the development of engineering ethics both domestically and internationally;secondly, the training objectives, teaching methods, teaching tools, and characteristics of the engineering ethics course were designed;thirdly, use the teaching case of “The Era Calls for Engineering Ethics” to provide a more detailed explanation of the process of implementing ideological and political education in the curriculum;finally, three suggestions are given for the construction of ideological and political education in the curriculum.
文摘随着人工智能时代的到来,创新和创业成为当代大学生实践的主旋律,而创新思维是创新能力体现的核心。培养大学生创新思维,TRIZ是一个很好的工具。TRIZ法是一种基于知识的方法,它通过采用自然科学及工程技术中的效应知识,是解决发明问题启发式的方法论。其特点是基于逻辑和数据而不是直觉,因此能够提供再现性和可预测性。把TRIZ应用于大学生创新实践活动,指导学生应用创新工具规范化创新活动,提升其发现问题,分析问题和解决问题的能力是一种实践教学的改革。本文首先介绍TRIZ的发展历史及国内外应用现况;其次,分析大学生实践活动的特点;第三,详细介绍TRIZ导入实践教学的过程;第四,以实践案例说明TRIZ指导创新实践的方法和过程;最后,给出本文小结。With the advent of the era of artificial intelligence, innovation and entrepreneurship have become the main themes of contemporary college students’ practice, and innovative thinking is the core of innovative ability. TRIZ is a great tool for cultivating innovative thinking among college students. TRIZ method is a knowledge-based approach that utilizes knowledge of effects from natural sciences and engineering technology to solve heuristic methods for solving invention problems. Its characteristic is based on logic and data rather than intuition, thus providing reproducibility and predictability. Applying TRIZ to college students’ innovative practice activities, guiding students to apply innovative tools to standardize innovation activities, and enhancing their ability to identify, analyze, and solve problems is a reform of practical teaching. This article begins by introducing the development history of TRIZ and its current application status both domestically and internationally. Secondly, it analyzes the characteristics of practical activities among university students. Thirdly, it provides a detailed introduction to the process of introducing TRIZ into practical teaching. Fourthly, practical case studies are used to illustrate the methods and processes of TRIZ in guiding innovative practices. Finally, a summary of this article is presented.
